graduate programs may 7, 2020 1 school of education · ginette delandshere, ph.d., executive...

May 7, 2020 1

School of EducationGraduate ProgramsAdministrationLEMUEL W. WATSON, Ph.D., Dean

GINETTE DELANDSHERE, Ph.D., Executive AssociateDean

GAYLE BUCK, Ph.D., Associate Dean for Research andDevelopment

SARAH LUBIENSKI, Ph.D., Associate Dean for GraduateStudies

JILL SHEDD, Ph.D., Assistant Dean of UndergraduateEducation

JEFF BUSZKIEWICZ, Director of Business Affairs andBudget

MARY DWYER, Executive Director of Development andAlumni Relations

DONNA STEVENS, Director of Human Resources

MICHAEL TAYLOR, Director of Education TechnologyServices

SCOTT WITZKE, Director of Marketing & Communications

Admissions• Application Procedures• Application Deadlines• Admission Criteria• Special Admission Status

Application ProceduresAll prospective students seeking admission to a graduatedegree, certificate, or licensure program must submit acomplete application file according to the requirementsset by each program. Incomplete applications will not bereviewed.

Depending on the program specifications and on theapplicant’s citizenship (U.S. or international), applicants todegree, certificate, or licensure programs may be requiredto submit any or all of the following:

• A completed online application (required of allapplicants). The online application is campus-specific and non-transferable. Applicants areresponsible for submitting an application to thecampus where they wish to pursue a degree,certificate, or licensure program.

• An application fee (required of all applicants). Onlineapplications require a nonrefundable payment bycredit card and cannot be processed before the feeis paid in full.

• A personal goal statement (required of all applicants)addressing academic and professional backgroundand objectives.

• A current resume or curriculum vitae (required of allinternational applicants; also required of domesticapplicants to some programs).

• Official transcripts (required of all applicants).International applicants must provide official

transcripts and degree certificates from everyinstitution of higher education attended. Domesticapplicants to degree programs must submit officialtranscripts from every institution of higher educationwhere they earned a degree or took credits thatcounted towards a degree. Domestic applicants tonon-degree (certificate or licensure) programs mustsubmit official transcripts from every institution ofhigher education where they have earned a degreeor took credits that counted towards a degree.

• Letters of recommendation (required of allapplicants) that address the applicant’s academicand/or professional capabilities. The number ofletters required (one, two, or three) may varydepending on the program.

• An academic writing sample (required for a fewselect programs).

• Official GRE Scores (required of all internationalapplicants and most domestic applicants). Somemaster’s programs and licensure programs maywaive the GRE requirement for U.S. citizens whosecumulative undergraduate GPA meets a pre-definedminimum. Applicants who are required to submitGRE scores must submit official scores from atest taken within five years prior to the date anapplication is submitted.

• Official TOEFL/IELTS Scores (required of allinternational applicants whose native language isnot English). International applicants who are currentdegree-seeking students at a U.S. institution ofhigher education may be exempted from the TOEFL/IELTS requirement. U.S. citizens who have beeneducated primarily outside the U.S. in a languageother than English may be required to submitTOEFL/IELTS scores. Applicants who are requiredto submit TOEFL/IELTS scores must submit officialscores from a test taken within two years prior to thedate an application is submitted.

• Praxis or Indiana CORE Assessment Scores(required for teacher preparation programs, includingthe Secondary Transition to Teaching program andother initial licensure programs).

More details about these requirements, including whichmaterials are required for each specific program, andwhere and how to submit required documents, canbe found in the How to Apply section of the School ofEducation website.

Admission DeadlinesIn order to be fully considered for admission to a degree,certificate, or licensure program, prospective studentsmust submit all required application materials prior tothe posted application deadline. Early submission ofapplication materials is highly encouraged.

Please visit the School of Education website for updateddeadlines for individual programs.

Admission CriteriaThe following are the minimum criteria for admission to theSchool of Education’s graduate degree, certificate, andlicensure programs offered on the Bloomington campus.

• A four-year bachelor's degree (or equivalent),requiring four years of full-time study or equivalent,

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from a college or university holding full regional ornational accreditation, is required for admission toall graduate programs. Applicants with a bachelor'sdegree from an institution holding only stateaccreditation may be granted conditional admissionif their other application credentials are strong.Applicants in the last semester of a four-yearundergraduate program may be granted conditionaladmission until such time as the bachelor's degreehas been awarded. International applicants aregenerally expected to be bachelor equivalent tobe admitted to a program. They are encouragedto confirm with OIS that they have satisfied thisrequirement after submitting their application andtranscripts.

• The minimum acceptable undergraduate grade pointaverage (GPA) varies by program. Graduate degreeprograms typically require a minimum GPA of 2.75(on a 4.00 scale) in all undergraduate coursework.Some programs may require a higher undergraduateGPA. Graduate licensure (non-degree, certificationonly) programs typically require a GPA of 2.5 orhigher in all undergraduate coursework. Exceptionsmay be made when undergraduate courseworkis judged to have been especially rigorous, andwhen other application credentials are verystrong. Individual programs may set their ownGPA requirements. Meeting the minimum GPArequirement does not guarantee admission.

• Most master’s and specialist programs requireapplicants to have a minimum GPA of 3.30 in anygraduate coursework taken prior to application.Doctoral programs usually require a minimum GPAof 3.50 in any prior graduate coursework. Licensureprograms typically require a minimum GPA of 3.00in any previous graduate coursework. Individualjudgments are made about the rigor of grading in thegraduate work presented.

• GRE scores are required for all Ed.S., Ed.D., andPh.D. applicants. Most M.S.Ed. programs and theSecondary Transition to Teaching program (withsome exceptions) also require GRE scores. TheGRE is required for all international applicants.Applicants to doctoral programs in the Schoolof Education typically must have a total GRE(combined verbal and quantitative) score of 302or higher and an analytical writing score of 4.0or higher. Applicants to specialist programs andmost master's programs typically must have a totalGRE (combined verbal and quantitative) scoreof 291 or higher and an analytical writing scoreof 3.5 or higher. GRE scores must be from a testdate no more than five years prior to the date anapplication is submitted. Some exceptions to theGRE requirement exist. For details, please refer tocurrent program-specific application instructions onthe "How to Apply" page of the School of Educationwebsite.

• TOEFL (Test of English as a Foreign Language)or IELTS (International English Language TestingSystem) scores are required for all internationalapplicants whose first language is not English.TOEFL or IELTS scores must be from a test date nomore than two years prior to the date an applicationis submitted. The School of Education typicallyrequires a score of 79 on the TOEFL internet-based

test or 6.5 on the IELTS for admission to its graduateprograms:, Prospective students whose TOEFL orIELTS scores do not meet the standard listed abovemay still apply. Exceptions may occasionally bemade when other application credentials are strong.

• Admission to all graduate programs is subject toavailability of space. Program faculty size, thenumber of students already in a program, and thenumber and strength of new applicants all affectselection ratios in a given year.

Admission Categories

Admission

An offer of full admission is valid for two years. If anadmitted student fails to matriculate within the allowedtime, the admission status is terminated, and the studentmust reapply. Student must notify their department beforethe start of the semester if they wish to defer.

Conditional Admission

The faculty admissions committee may grant conditionaladmission to a student who fails to meet one or moreof the admission requirements listed above, if, inthe judgment of the committee members, there issufficient other evidence of probable success in thedegree program. Conditional admission carries certainrequirements that will be specified in the admission letter.Admission conditions may include but are not limited to:maintaining a certain GPA for the duration of the program,successfully completing certain courses during the firstsemester in the program, or submitting supplementarymaterials before beginning the program. The student’sprogress will be monitored throughout the program toensure that the conditions are maintained. If, at any time inthe program, the student does not meet the conditions ofthe probation, admission can be terminated.

Applicants who are denied admission to a graduatedegree, certificate, or licensure program may nottake courses in that program area without the writtenpermission of the department chair.

Re-application to School of Education GraduatePrograms following Academic Dismissal

Application to any School of Education program will notbe accepted for a period of two years from the date of anacademic dismissal.

Special Admission StatusAuditing

Some Education courses are available for auditing.Classes taken as audits are not counted as completedacademic credit, but they will be reflected on your gradereport and on your transcript as “NC” (no credit). Auditclasses are excluded from consideration for official IUcertification purposes.

If you are not taking any classes for credit, you canregister as an audit-only student on or after the first day ofclasses. You will need to get a Memorandum for CourseAudit signed by each course department and return it toStudent Central on Union.

For an estimate of tuition expenses for audit-onlyenrollment, see the Office of the Bursar's Tuition

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Estimator. Under the Level dropdown, be sure to select"Auditing (no credit)".

Temporary Intercampus Transfer

Students admitted to a program on one campus ofIndiana University may be permitted to take courses onother IU campuses through a Temporary IntercampusTransfer. To take courses on another campus for onesemester or a summer session, students should contactthe graduate studies/student services office for theSchool of Education on the campus where they havealready been admitted to a graduate program. Schoolof Education students on another campus may requesttemporary intercampus transfer status on Bloomington bycompleting the Temporary Intercampus Transfer form onthe Graduate Student Portal.

Switching Campuses (Permanent Transfer)

Students admitted to a graduate degree or licensureprogram that is offered on more than one campus mayrequest to permanently transfer to a different campus.Transfer requests will be treated as new applicationsfor admission. Students wishing to switch campusesmust submit a new application form. Specific admissionspolicies and procedures vary by campus. For details abouttransfer application procedures, students should contactthe graduate admissions office of the School of Educationon the campus they wish to transfer to.

Counseling and EducationalPsychologyWhat are the emotional, social, developmental, andstructural factors that affect learning? How can we designcurriculum to support teaching and learning in a particularcontext? How do different research methodologies affectour research claims and findings?

Students and faculty in counseling and educationalpsychology study issues such as identity, culture,motivation, well-being, socialization, addiction,psychological interventions, learning, social development,design of learning environments, research designsand strategies, and different methods of data analysis.Faculty and student research interests are broad andinclude the areas of counseling, counseling psychology,school psychology, family psychology, learning anddevelopmental sciences, and inquiry methodology.

Certificate in Learning Sciences,Media, and Technology (Online)Certificate Requirements (12 cr.)

• P507 Assessment in Education (3 cr.)• P540 Learning and Cognition in Education (3 cr.)• P574 Topical Seminar in Learning Sciences (6 cr.)

(Choose two of the following):• Computational Technology in Education (3 cr.)• Games and Learning (3 cr.)• Learning in New Media (3 cr.)

M.S.Ed. in Counseling and CounselorEducation- School TrackDegree Requirements (48 cr.)

Major Requirements (39 cr.)• G502 Professional Orientation and Ethics (3 cr.)• G505 Individual Appraisal: Principles and

Procedures (3 cr.)• G522 Counseling Theories (3 cr.)• G523 Laboratory in Counseling and Guidance (3 cr.)• G524 Practicum in Counseling (3 cr.)

(Pre-requisite: G522 and G523, or equivalents.)• G532 Introduction to Group Counseling (3 cr.)• G542 Organization and Development of Counseling

Program (3 cr.)• G550 Internship in Counseling (6 cr.)• G552 Career Counseling: Theory/Practice (3 cr.)• G562 Intervention, Consultation and Program

Development (3 cr.)• G575 Multicultural Counseling (3 cr.)• P624 Biology of Behavior (3 cr.)

Inquiry Rrequirement (3 cr.)• Y520 Strategies for Educational Inquiry (3 cr.)

Human Growth and Development Requirement (3 cr.)• P514 Life Span Development: Birth-Death (3 cr.)

Elective Requirement (3 cr.)Three graduate credit hours outside the counselingand counselor education major are required. Thecourse should broaden understanding in psychologicalfoundations. Specific course selection must have theapproval of your academic advisor.

M.S.Ed. in Learning and DevelopmentSciences-Educational PsychologyTrackDegree Requirements (36 cr.)

Educational Psychology Requirements (12 cr.)Courses are selected from one or more of the sub-areas of psychological studies, which include humandevelopment or learning and instructional cognition. Select12 credit hours of EDUC-P courses in consultation withyour academic advisor.

Inquiry Methodology Requirements (9 cr.)Select from the following courses in consultation with youracademic advisor:

• Y502 Intermediate Statistics Applied to Education (3cr.)(Must be taken concurrently with Y500.)

• Y520 Strategies for Educational Inquiry (3 cr.)• Y527 Educational Assessment and Psychological

Assessment (3 cr.)• Y535 Evaluation Models and Techniques (3 cr.)• Y603 Statistical Design of Educational Research (3

cr.)(Must be taken concurrently with Y500.)

• Y604 Applied Multivariate Statistics (3 cr.)(Must be taken concurrently with Y500.)

• Y611 Qualitative Inquiry in Education (3 cr.)• Y617 Psychometric Theory (3 cr.)

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• Y635 Methodology of Educational Evaluation (3 cr.)

Foundations Requirement (3 cr.)The usual course to fulfill this requirement is:

• P601 Educational and Historical Foundations ofPsychology (3 cr.)

Other options for this requirement, in consolation with youracademic advisor, can be selected from the following:

• A560 Political Perspectives of Education (3 cr.)• H504 History of American Education (3 cr.)• H525 Anthropology of Education (3 cr.)• H540 Sociology of Education (3 cr.)• H560 Education and Change in Societies (3 cr.)• H631 Social and Political Philosophy and Education

(3 cr.)

Curriculum Theory or Methods Requirement (3 cr.)In consultation with your academic advisor, select 3-credithours from the following:

• E505 Organization and Administration of EarlyChildhood Programs (3 cr.)

• E506 Curriculum in Early Childhood Education (2-6cr.)

• E507 Evaluation of Classroom Behavior (3 cr.)• E508 Seminar in Early Childhood Education (1-3 cr.)• J500 Instruction in the Context of Curriculum (3 cr.)• J511 Methods of Individualizing Instruction (3 cr.)• J602 Introduction to Curriculum Studies (1-3 cr.)• J630 Curriculum Theory and Practice (3 cr.)• J637 Curriculum Development Process (3 cr.)• J661 Materials and Methods in Teacher Education (3

cr.)• K505 Introduction to Special Education for Graduate

Students (3 cr.)• P650 Topical Seminar in Educational Psychology:

College Teaching (3 cr.)• P670 Behavior Analysis and Consultation for School

Psychologists (3 cr.)• R503 Application of Instructional Media and

Technology (3 cr.)• W551 Education and Psychology of the Gifted and

Talented (3 cr.)• W552 Curriculum for the Gifted and Talented (3 cr.)• W553 Methods and Materials for the Gifted and

Talented (3 cr.)

This requirement may be waived for students withundergraduate coursework in education and forstudents who will not seek a position in public education.Otherwise, courses in pedagogical theory or application,as well as curriculum theory or design, are acceptable.

Elective Requirements (9 cr.)Students may take electives in any area of interest withfaculty advisor approval to complement their program ofstudy. Electives taken must bring the total to 36 credithours and must contribute to the integrity of the student'sprogram.

M.S.Ed. in Learning andDevelopmental Sciences-InquiryTrackDegree Requirements (36 cr.)

Major Requirements (21 cr.)Inquiry (12 cr.)Select from the following courses inconsultation with your academic advisor:

• P501 Statistical Methods Applied to Education (3 cr.)• Y502 Intermediate Inferential Statistics (3 cr.)

(Must be taken concurrently with Y500.)• Y510 Introduction to Action Research (3 cr.)• Y520 Strategies for Educational Inquiry (3 cr.)• Y527 Educational Assessment and Psychological

Measurement (3 cr.)• Y535 Evaluation Models & Techniques (3 cr.)• Y590 Independent Study or Research in Inquiry

Methodology (1-3 cr.)• Y603 Statistical Design of Educational Research (3



• Y611 Qualitative Inquiry in Education (3 cr.)• Y615 Introduction to Discourse Analysis (3 cr)• Y617 Psychometric Theory (3 cr.)• Y635 Methodology of Educational Evaluation (3 cr.)• Y650 Topics in Inquiry Methodology: Research

Design and Analysis (3 cr.)

Educational Psychology (9 cr.)Select from thefollowing courses in consultation with your academicadvisor:

• P513 Gerontology: Multidisciplinary Perspectives (3cr.)

• P514 Life Span Development: Birth to Death (3 cr.)• P515 Child Development (3 cr.)• P516 Adolescent Development (3 cr.)• P517 Adult Development and Aging (3 cr.)• P540 Learning and Cognition in Education (3 cr.)• P544 Applied Cognition and Learning Strategies (3

cr.)• P545 Educational Motivation (3 cr.)• P566 Social Psychology in Education (3 cr.)• P590 Independent Study or Research in Educational

Psychology (3 cr.)• P600 Topical Seminar in Learning, Cognition &

Instruction (3 cr.)• P623 Child Development (3 cr.)• P640 Thinking and Learning in Social Contexts (3

cr.)• P650 Topical Seminar in Educational Psychology (3

cr.)

Philosophy, Sociology, History or Anthropology ofEducation Requirement (3 cr.)An H-prefixed education courses or anthropology/sociology course selected in consultation with youracademic advisor.

Curriculum Theory or Methods Requirement (3 cr.)A 500 or 600 level J-prefixed education course selected inconsultation with your academic advisor. This requirement

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may be waived for students with undergraduatecoursework in education and for students who do not planto work in a school setting.

Elective Requirements (9-12 cr.)Electives may be from fields inside or outside theSchool of Education that are outside the Learning andDevelopmental Sciences. Students may take electivesin any area of interest to complement their program ofstudy. Elective courses must bring the total to 36 credithours and must contribute to the integrity of the student’sprogram.

M.S.Ed. in Learning and DevelopmentSciences-Learning Sciences TrackDegree Requirements (36 cr.)

Learning Sciences Core Requirements (15 cr.)Required Courses (6 cr.)

• P544 Applied Cognition and Learning Strategies (3credits)

• P640 Thinking and Learning in Social Contexts (3credits)

Other Courses in Major (9 cr.)Students complete three additional courses in themajor with at least one at the 600 level. Courses aretypically selected from the following list, with substitutionsrelevant to the major at the discretion of the advisor anddepartment chair:

• P507 Assessment in Education (3 credits)• P540 Learning and Cognition in Education (3 credits)• P545 Educational Motivation (3 credits)• P573 Learning Sciences Apprenticeship (1-3 credits,

max of 3 credits)• P574 Topical Seminar in Learning Sciences (3-6

credits)• P600 Topical Seminar in Learning, Cognition, and

Instruction (3-6 credits)• P631 Theorizing Learning in Context (3-6 credits)• P632 Designing for Learning in Context (3-6 credits)• P633 Researching Learning in Context (3-6 credits)• P650 Topical Seminar in Educational Psychology

(3-6 credits)• P674 Advanced Topical Seminar in Learning

Sciences (3-6 credits)

Inquiry Requirements (9 cr.)Select three courses from the approved Inquiry Courselist. (9 cr.)

A list of approved inquiry courses may be found at https://education.indiana.edu/students/graduates/approved-core-inquiry-courses.html.

Philosophy, Sociology, History or Anthropology ofEducation Requirement (3 cr.)Choose among any education course, typically with an H-prefix, or an alternative agreed to by the advisor.

Curriculum and Instruction Requirement (3 cr.)Choose from any Curriculum and Instruction course, or analternative agreed to by the advisor.

Elective Requirements (6-12 cr.)Electives may be from fields inside or outside theSchool of Education that are outside the Learning andDevelopmental Sciences. Students may take electives inany area of interest to complement their program of study.Electives must bring the total to 36 credit hours and mustcontribute to the integrity of the student’s program.

M.S.Ed. in Mental Health Counselingand Counselor Education- MentalHealth TrackDegree Requirements (60. cr)


Procedures (3 cr.)• G510 Introduction to Alcohol and Drug Counseling (3

cr.)• G522 Counseling Theories (3 cr.)• G523 Laboratory in Counseling and Guidance (3 cr.)• G524 Practicum in Counseling (3 cr.)• G532 Introduction to Group Counseling (3 cr.)• G550 Internship in Counseling (6 cr.)• G552 Career Counseling: Theory/Practice (3 cr.)• G563 Mental Health Counseling (3 cr.)• G567 Marriage and Family Counseling (3 cr.)• G575 Multicultural Counseling (3 cr.)• G615 Psychopathology and Advanced Diagnosis (3

cr.)• G647 Advanced Internship in Counseling (3 cr.)

Inquiry Requirement (3 cr.)• Y520 Strategies for Educational Inquiry (3 cr.)


Biological Basis of Behavior Requirement (3 cr.)• P624 The Biology of Behavior: Implications for

Educational & Clinical Work (3 cr.)

Elective Requirements (6 cr.)Three graduate credit hours outside the counselingand counselor education major are required. Thecourse should broaden understanding in psychologicalfoundations. Specific course selection must have theapproval of your academic advisor. The second electivecan be inside or outside of the counseling and counseloreducation major.

The following five courses from the Department ofPsychological and Brain Sciences can be used aselectives:

• PSY-P530 Introduction to Clinical Science• PSY-P624 Principles of Psychopathology• PSY-P631 Intervention and Evaluation• PSY-P641 Assessment• PSY-P667 Neuropsychopharmacology

Ed.S. in Mental Health CounselingDegree Requirements (65 cr.)

Major Requirements (45 cr.)• G502 Professional Orientation and Ethics (3 cr.)

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• G505 Individual Appraisal: Principles andProcedures (3 cr.)

• G510 Introduction to Alcohol and Drug Counseling (3cr.)

• G522 Counseling Theories (3 cr.)(Must be taken concurrently with G523.)

• G523 Laboratory in Counseling and Guidance (3 cr.)(Must be taken concurrently with G522.)

• G524 Practicum in Counseling (3 cr.)(Pre-requisite: G522 and G523, or equivalents.)

• G532 Introduction to Group Counseling (3 cr.)• G550 Internship in Counseling (6 cr.)• G552 Career Counseling: Theory/Practice (3 cr.)• G563 Mental Health Counseling (3 cr.)• G575 Multicultural Counseling (3 cr.)• G598 Seminar in Professional Issues (3 cr.)• G615 Psychopathology and Advanced Diagnosis (3

cr.)• G647 Advanced Internship in Counseling (3 cr.)

Inquiry Requirements (6 cr.)• Y520 Strategies for Educational Inquiry (3 cr.)

Select one course from the approved Inquiry Course list.(3 cr.)


Cognate Requirements (9 cr.)The cognate must have integrity in its own right andmust complement the major. The cognate field mustdemonstrate wholeness within itself and contribute tothe student's overall program. Cognates are usuallyformulated within a single program area. Major areacourses may not be used in the cognate.

Elective Requirements (5 cr.)• P514 Life Span Development: Birth-Death (3 cr.)

(If not included in the cognate)

Other coursework in Anthropology, Evaluation, Sociology,and Psychology may be used. Courses may include butare not limited to:

• G567 Marriage and Family Counseling (3 cr.)• G581 Workshop in counseling and Guidance (1-3

cr.)• G590 Research in Counseling and Guidance (1-3

cr.)• G622 Advanced Theories of Counseling (3 cr.)• G632 Advanced Group Leadership (3 cr.)• G654 Seminar in Career Development: Theory and

Research (3 cr.)• G672 Human Sexuality: Introduction to Therapy (3

cr.)• G785 Topical Seminar in Counseling and Guidance

(1-3 cr.)

Capstone Project or Comprehensive ExaminationAt the end of coursework, students will complete acomprehensive examination or capstone project whichconstitutes the capstone/culminating experience for theEd.S. program.

Ed.S. in School PsychologyDegree Requirements (65 cr.)

Major Requirements (36-40 cr.)Courses here are in the area of specialization; 18 credithours must be taken on the campus awarding the degree.Required courses include:

• P655 Cognitive Assessment and Intervention (4 cr.)• P656 Practicum in School Psychology (4 cr.)• P657 Academic Assessment and Intervention (4 cr.)• P670 Behavioral Analysis and Consultation for

School Psychologists (3 cr.)• P680 Ethical, Legal, and Professional Issues in

School Psychology (3 cr.)• P681 Psychology of Cultural Diversity (3 cr.)• P682 Developmental Psychopathology of Childhood

and Adolescence (3 cr.)• P691 Personality Assessment and Intervention (3

cr.)• P692 Seminar in Therapeutic Interventions with

Children (3 cr.)• P695 Practicum in Personality and Behavioral

Assessment (2 cr.)• P696 Practicum in Therapeutic Interventions with

Children (2 cr.)• P596 Internship in School Psychology I (2-6 cr.)

Inquiry Requirements (6 cr.)• Y502 Intermediate Statistics Applied to Education (3


• Y520 Strategies for Educational Inquiry (3 cr.)

Psychological Foundations Requirements (12 cr.)Human Development (3 cr.)

• P514 Lifespan Development: Birth to Death (3 cr.)

Social Bases of Behavior (3 cr.)Select one course from the following:

• P622 Social Development (3 cr.)• P566 Social Psychology in Education (3 cr.)• G656 Social Bases of Behavior (3 cr.)

Cognitive/Learning Bases of Behavior (3 cr.)Select one course from the following:

• P540 Learning and Cognition in Education (3 cr.)• P544 Applied Cognition and Learning Strategies (3

cr.)

Counseling Course (3 cr.)Select a counseling course in consultation with theadvisory committee. (3 cr.) Cognate Requirements (9 cr.)The cognate must have integrity in its own right andmust complement the major. The cognate field mustdemonstrate wholeness within itself and contribute tothe student's overall program. Cognates are normallyformulated within a single program area. Major areacourses may not be used in the cognate. Most studentsselect counseling for their cognate, which providesa foundation for internships in school settings. Thecognate should be selected to prepare for internship andprofessional positions upon graduation.




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Elective Requirement (2-12 cr.)Electives may be taken in fields inside or outside theSchool of Education. Students may take electives in anyarea of interest to complement their program of study.Elective courses must be approved by the advisorycommittee and must be relevant to the field of SchoolPsychology. The electives category may be used to add tothe major, research/inquiry, or minor components to bringthe total program credits earned to at least 65 hours.

Capstone Project or Comprehensive ExaminationStudents develop and maintain a ProfessionalDevelopment Portfolio throughout their program. At theend of the second year, the portfolio will be reviewedand evaluated by the advisory committee during anoral examination that includes coverage of coursework,practica, and ethics.

The Ed.S. program is approved by the NationalAssociation of School Psychologists (NASP), whichprovides the graduate with the opportunity to becomea Nationally Certified School Psychologist (NCSP).Students are required to take and pass the NationalSchool Psychology Examination (Praxis II) as a conditionfor graduation. This examination is most often taken inJune of the second year of study, just before the start ofthe internship.

Ed.S. InternshipUpon completion of coursework and the oral examination,students are ready to complete an internship. Theinternship is overseen by a site supervisor and auniversity-based supervisor. The internship is a minimumof 1200 hours or the equivalent of a full time (nine-month)academic year. Students are expected to complete theinternship under conditions established by the internshipsite. After the internship is completed satisfactorily,graduation occurs. Because the internship timeline isbeyond the regular IU academic year, official graduationis most often in June of the third year, and graduatesshould be able to obtain a license to work in the schoolsthe following year.

• P596 Internship in School Psychology I (2-6 cr.)

Ph.D. in Counseling PsychologyDegree Requirements (101 cr.)

Major Requirements (50 cr.)• G522 Counseling Theories (3 cr.)• G523 Laboratory in Counseling and Guidance (3 cr.)• G524 Practicum in Counseling (3 cr.)• G532 Introduction to Group Counseling (3 cr.)• G552 Career Counseling: Theory/Practice (3 cr.)• G575 Multicultural Counseling (3 cr.)• G600 Pro-Seminar in Counseling Psychology (3 cr.)• G615 Psychopathology and Advanced Diagnosis (3

cr.)• G622 Advanced Theories of Counseling (3 cr.)• G625 Advanced Practicum: Individual Supervision (8

cr.)(2 credits of G625 are to be taken for each of thefirst 2 semesters of the doctoral practicum, 1 creditof G625 is to be taken in each subsequent semesterof supervised practicum)

• G650 Social Justice Consultation, Advocacy, andLeadership (3 cr.)

• G685 Seminar in Counseling Research Methods(Inquiry Linkage) (3 cr.)

• G763 Advanced Practicum in CounselingSupervision (3 cr.)

• P655 Cognitive Assessment and Intervention (4 cr.)or G650 Topical Seminar in Counseling Psychology(3 cr.) If using G650 confirm with advisor relevantsection required

• P691 Personality Assessment and Intervention (3cr.)


cr.)(Must be taken concurrently with Y500)

• Y527 Educational Assessment and PsychologicalMeasurement (3 cr.)

• Y604 Multivariate Analysis in Educational Research(3 cr.)(Must be taken concurrently with Y500)

• A Y course on qualitative research (e.g., Y611) (3cr.)

Minor Requirements (12 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are normally formulatedwithin a single program area. However, an interdisciplinaryminor is also possible. If courses in the minor are frommore than one program area, a written description ofthe minor's underlying theme must be provided alongwith a rationale for each course's contribution to thattheme. This written description is typically limited totwo pages and submitted to the student’s Program ofStudies Committee. Major area courses (those within theCounseling Psychology program) may not be used in theminor. A few minors that have been selected by doctoralstudents in recent years include educational inquiry,human development, sport psychology, public health,organizational behavior, gender studies, and variousinterdisciplinary studies.

Program-Required Elective Requirement (3 cr.)Students are required to take any one of the followingcourses:

• Any research-based Y course• Any other research-based course approved by the

student’s advisory committee (excluding G685)• G567 Marriage and Family Counseling (3 cr.)• G632 Advanced Group Leadership (3 cr.)• G510 Introduction Alcohol and Drug Counseling (3

cr.)• G609 Interventions in Performance Psychology (3

cr.)• G580 Topical Seminar in Counseling and Guidance

(3 cr.)• Cognitive Behavioral Therapy with Children

and Adolescents

• Any other clinically oriented course approved by thestudent’s advisory committee

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Additional Psychological Foundations Requirements(6-12 cr.)Courses in this area satisfy additional accreditationrequirements of the American Psychological Association.Depending on minor selection, up to 6 of these credithours may be counted towards the minor requirement withapproval of advisory and department chair.

Biological Aspects of Behavior• P624 Brain Research Applied to Educational and

Clinical Practice (3 cr.) OR• Psy667 Neuropsychopharmacology (3 cr.)

Affective and Cognitive Aspects of Behavior• P650 Affective and Cognition Bases of Behavior (3

cr.)

Social Aspects of Behavior• G656 Social Bases of Behavior (3 cr.)

Human Development• P514 Lifespan Development (3 cr.)

Dissertation Requirements (15 cr.)• G795 Dissertation Proposal Preparation (3 cr.)• G799 Doctoral Thesis in Counseling Psychology (12

cr.)

Internship Requirement (3 cr.)Students must enroll in three credit hours of G699:Internship in Counseling Psychology. Students maytake all three credits during the summer in which theinternship commences or 1 credit per term over thecourse of their internship year. An end-of-year evaluationfrom the internship training director indicating successfulcompletion of the internship must be submitted to the IUCounseling Psychology Program Director to receive agrade for G699.

Ph.D. in Inquiry MethodologyDegree Requirements (90 cr.)

The degree requires 75 credit hours completed before 15dissertation hours. To reach 75 credit hours, the studentwill exceed the minimum credit requirements identifiedbelow. The additional hours will be determined throughconsultation with the advising committee.

Major Requirements (39 cr.)Inquiry (9 cr.)All Inquiry students must take the following three coursesfor their inquiry core:

• Y521 Methodological Approaches to EducationalInquiry (3 cr.)

• Y515 Foundations of Educational Inquiry (3 cr.)• Y600 Methodological Implications of Social &

Psychological Theories (3 cr.)

Qualitative, Quantitative, or Integrated Focus (30 cr.)Inquiry methodology students can opt for a qualitative,a quantitative or an integrated focus combining bothqualitative and quantitative courses. For the qualitativeand quantitative focus, the students must select areasonable sequence of courses (30 hours minimum) fromamong the list below or their equivalent in other IndianaUniversity–Bloomington schools or departments. At least18 hours have to be selected from the area of focus,and at least two courses must be taken in the opposite

focus course listing (not to include courses listed asfocusing on integrated methodologies. For an integratedfocus, students must select at least 12 credit hours in thequalitative focus and 12 credit hours in the quantitativefocus. Qualitative Courses:

• Y510 Action Research I (3 cr.)• Y611 Qualitative Inquiry in Education (3 cr.)• Y612 Critical Qualitative Inquiry I (3 cr.)

(Must be taken concurrently with Y500.)• Y613 Critical Qualitative Inquiry II (3 cr.)

(Must be taken concurrently with Y500.)• Y624 Discursive Psychology Approaches to

Discourse Analysis (3 cr.)• Y630 Narrative Theory and Inquiry (3 cr.)• Y631 Discourse Theory and Analysis (3 cr.)• Y633 Feminist Theory and Methodology (3 cr.)• Y671 Knowledge, Reflection & Critique in

Methodological Theory (3 cr.)• Y672 Communicative Action Theory (3 cr.)• Y673 Discursive Psychology as Theory (3 cr.)

Quantitative Courses:• Y502 Intermediate Statistics Applied to Education (3


• Y527 Educational Assessment and PsychologicalMeasurement (3 cr.)

• Y603 Statistical Design of Educational Research (3cr.)(Must be taken concurrently with Y500.)

• Y604 Multivariate Analysis in Educational Research(3 cr.)(Must be taken concurrently with Y500.)

• Y617 Psychometric Theory (3 cr.)• Y627 Seminar in Educational and Psychological

Measurement I (3 cr.)• Y637 Categorical Data Analysis (3 cr.)• Y639 Multilevel Modeling (3 cr.)• Y645 Covariance Structure Analysis (3 cr.)• Y655 Longitudinal Data Analysis (3 cr.)

Courses Common to Both Focuses• Y500 Computer Lab for Educational Inquiry (1 cr.)• Y650 Topics in Inquiry Methodology (3 cr.)• Y660 Affinity Research Group (3 cr.)• Y590 Independent Study or Research in Inquiry

Methodology (1-3 cr.)• Y690 Advanced Independent Study in Inquiry

Methodology (1-3 cr.)• Y750 Seminar in Inquiry Methodology (3 cr.)

Courses Focusing on Integrated Methodologies• Y525 Survey Research Methodology (3 cr.)• Y535 Evaluation Models & Techniques (3 cr.)• Y635 Methodology of Educational Evaluation (3 cr.)

Minor Requirements (12-18 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are normally formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is also possible. Interdisciplinary

May 7, 2020 9

or individualized minors require a written description ofthe minor's underlying theme along with a rationale foreach course's contribution to that theme through the MinorJustification form. This form should be submitted andapproved by the Graduate Studies Office prior to enrollingin the minor courses.

Students will select a minor field of study to complementtheir study of inquiry methodology. Because inquirymethodology interfaces with substantive areas of study itis important for students in inquiry methodology to developunderstandings in at least one such area so that theygrasp the complexity of methodology in use. The minorserves to develop students’ substantive area of interest.Major area courses (those within the Inquiry Methodologyprogram) may not be used in the minor.

Elective Requirements (6 cr.)Educational research is multidisciplinary, and studentshave a broad range of research interests and career planswhich requires flexibility for their programs of studies.The program, therefore, enables students to tailor theirelectives in consultation with their Advisory Committees.

Electives may be taken in fields inside or outside theSchool of Education.

Early Inquiry ExperienceTo satisfy the program requirements, the student mustcarry out an independent research project as an earlyinquiry experience. The resulting research report must beread and approved by the major members of the programof studies committee. This project must be completedbefore advancing to candidacy and is expected to becompleted in the first three years. A master’s thesis can beconsidered but must meet the same approval process.

Dissertation Requirements (15 cr.)• Y795 Dissertation Proposal Preparation (3 cr.)• Y799 Doctoral Thesis in Inquiry Methodology (12 cr.)

Ph.D. in Learning and DevelopmentalScience-Specialization in EducationalPsychologyDegree Requirements (90 cr.)

Major Requirements (36 cr.)Required Course (3 cr.)All doctoral students are required to take the followingcourse:


Students are expected to acquire basic knowledge in theCore Areas of Learning and Developmental Scienceslisted below by taking at least one three-credit course fromeach area below. Basic knowledge in these spheres istested in qualifying examinations. Human Development (3 cr.)Select at least one course from the following:


• P514 Life Span Development: Birth to Death (3 cr.)• P515 Child Development (3 cr.)• P516 Adolescent Development (3 cr.)• P517 Adult Development and Aging (3 cr.)

• P518 Social Aspects of Aging (3 cr.)• P622 Social Development (3 cr.)• P623 Child Development (3 cr.)• P624 The Biology of Behavior: Implications for

Educational & Clinical Practice (3 cr.)• P625 Family Processes (3 cr.)

Learning (3 cr.)Select at least one course from the following:




Instruction (3 cr.)• P640 Thinking and Learning in Social Contexts (3


cr.)

Foundations in Education (9 cr.)Doctoral students are required to take courses outsidetheir major and minor areas to obtain alternativetheoretical perspectives to their studies. These coursesmay be taken in areas such as the history, philosophy orsociology of education, curriculum theory, and other socialsciences. Students are allowed to take no more than sixcredits in the same area.

Other Courses in the Major (18 cr.)In addition to the 18 hours required above the studentwill work with their advisor to select 18 additional hours tomeet the minimum needed.

Inquiry Core Requirements (15 cr.)The Inquiry component emphasizes methodological skillswhich provide a basis for conducting original research.The following three courses are required:


• Y502 Intermediate Statistics Applied to Education (3cr.)(Must be taken concurrently with Y500)

• Y527 Educational Assessment and PsychologicalAssessment (3 cr.)

Select two courses from the following:

• H510 Foundations of Educational Inquiry (3 cr.)• H601 Historical Inquiry in Education (3 cr.)• Y535 Evaluation Models and Techniques (3 cr.)• Y603 Statistical Design of Educational Research (3



• Y611 Qualitative Inquiry in Education (3 cr.)• Y617 Psychometric Theory (3 cr.)• Y627 Seminar in Educational and Psychological

Measurement I (3 cr.)

10 May 7, 2020

• Y635 Methodology of Educational Evaluation (3 cr.)• Y750 Seminar in Inquiry Methodology (3 cr.)

Minor Requirements (12 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are generally formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is also possible. Interdisciplinaryor individualized minors require a written description ofthe minor's underlying theme along with a rationale foreach course's contribution to that theme through the MinorJustification form. This form should be submitted andapproved by the Graduate Studies Office before enrollingin the minor courses.

Students will select a minor field of study to complementtheir major in educational psychology. The minor serves todevelop students’ substantive area of interest. Major areacourses may not be used in the minor.

Elective RequirementsElective courses are chosen to fill out the major and tocontribute to the integrity of the student’s program. Thesecourses are taken in the student’s area of interest, withinor outside the department, to fulfill the total programrequirement of 90 credit hours.


Dissertation Requirements (15 cr.)• P795 Dissertation Proposal Preparation (3 cr.)• P799 Doctoral Thesis in Educational Psychology (12

cr.)

Ph.D. in Learning and DevelopmentalScience-Specialization in HumanDevelopmentDegree Requirements (90 cr.)

Major Requirements (36 cr.)Required Courses (15 cr.)

• P590 Independent Study in Educational Psychology(3 cr.)


• P624 The Biology of Behavior: Implications forEducational & Clinical Practice (3 cr.)

• P685 Proseminar in Human Development (1 cr. persemester) (6 cr.)

Childhood (3 cr.)• P515 Child Development (3 cr.)• P623 Child Development (3 cr.)

(recommended course.)

Adolescence (3 cr.)• P516 Adolescent Development (3 cr.)

Adulthood (3 cr.)• P513 Gerontology: Multidisciplinary Perspective (3

cr.)• P517 Adult Development and Aging (3 cr.)• P650 Topical Seminar in Educational Psychology:

Emerging Adulthood (3 cr.)

Other courses in the Major (12 cr.)Select From:

• P513 Gerontology: Multidisciplinary Perspective (3cr.)(If not taken for the Adulthood requirement.)

• P517 Adult Development and Aging (3 cr.)(If not taken for the Adulthood requirement.)

• P518 Social Aspects of Aging (3 cr.)• P622 Social Development (3 cr.)• P625 Family Processes (3 cr.)• P650 Topical Seminar in Educational Psychology:

Emerging Adulthood (3 cr.)(If not taken for Adulthood requirement.)

• P652 Family Transitions (3 cr.)• P683 Developmental Epidemiology (3 cr.)• PSY-P657 Topical Seminar: Development and

Psychopathology (3 cr.)




• Y527 Educational Assessment and PsychologicalAssessment (3 cr.)


• Y645 Covariance Structure Analysis (3 cr.)

We also highly recommend:

• Y637 Categorical Data Analysis (3 cr.)• Y639 Multilevel Modeling (3 cr.)• Y655 Longitudinal Data Analysis (3 cr.)

Minor Requirements (12 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are normally formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is also possible. Interdisciplinaryor individualized minors require a written description ofthe minor's underlying theme along with a rationale foreach course's contribution to that theme through the MinorJustification form. This form should be submitted andapproved by the Graduate Studies Office before enrollingin the minor courses. Major area courses may not be usedin the minor.

Electives or Second Minor Requirements (12 cr.)If you receive a job appointment to be an AssociateInstructor, then you must take:

• P650 Topical Seminar in Educational Psychology:College Teaching (each year of teaching) (2 cr.)

May 7, 2020 11



cr.)

Ph.D. in Learning and DevelopmentalScience-Specialization in LearningSciencesDegree Requirements (90 cr.)


• P544 Applied Cognition and Learning Strategies (3cr.)

• P572 Introduction to the Learning Sciences orP640 Thinking and Learning in Social Contexts (orequivalent) (3 cr.)

Other Learning Sciences Courses (12–15 cr.)Courses should include a minimum of six credit hoursof coursework on theory and three credit hours ofcoursework on design. These courses, plus the inquirylinkage course, must include a minimum of six credit hoursat the 600-level.

• P507 Assessment in Schools (3 cr.)• P540 Learning and Cognition in Education (3 cr.)• P545 Educational Motivation (3 cr.)• P571 Proseminar in Learning Science (1 cr.)• P574 Topical Seminar in Learning Science (3 cr.)• P631 Theorizing Learning in Context (3 cr.)• P632 Designing for Learning Context (3 cr.)• P633 Capturing Learning in Context (3 cr.)• P650 Topical Seminar in Educational Psychology (3

cr.)• P674 Advanced Topical Seminar in Learning

Sciences (1-3 cr.)• P690 Independent Study in Educational Psychology

(1-3 cr.)

Early Inquiry Experience (12-15 cr)Apprenticeship may be taken for 1-3 credit hours eachsemester. In this context, the student must carry outan independent research project as the early inquiryexperience. The resulting research report must be readand approved by the advisory committee.

• P573 Learning Sciences Apprenticeship (12–15 cr.)

Inquiry Linkage (3 cr.)• P633 Capturing Learning in Context (3 cr.)

Inquiry Requirements (15 cr.)• Y521 Methodological Approaches to Educational

Inquiry (3 cr.)• Select courses from the approved Inquiry Course list

(12 cr.)


Minor Requirements (12 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are normally formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is also possible. Interdisciplinaryor individualized minors require a written description ofthe minor's underlying theme along with a rationale foreach course's contribution to that theme through the MinorJustification form. This form should be submitted andapproved by the Graduate Studies Office before enrollingin the minor courses. Major area courses may not be usedin the minor.

Elective Requirements (12 cr.)Electives may be taken in fields inside or outside theSchool of Education. Students may take electives in anyarea of interest to complement their program of study.

Early Inquiry Experience RequirementTo satisfy the program requirements, the student mustcarry out an independent research project as an earlyinquiry experience. The resulting research report must beread and approved by the major members of the programof studies committee. This project must be completedbefore advancing to candidacy and is expected to becompleted in the first three years. A master’s thesis can beconsidered but must meet the same approval process.


cr.)

Ph.D. in School PsychologyDegree Requirements (94 cr.)

Major Requirements (40 cr.)• P645 Single Case Research Methodology in

Education and the Behavioral Sciences (3 cr.)• P655 Cognitive Assessment and Intervention (4 cr.)• P656 Practicum in School Psychology (2 cr., taken

two times)• P657 Academic Assessment and Intervention (4 cr.)• P670 Behavioral Analysis and Consultation for

School Psychologists (3 cr.)• P680 Ethical, Legal, and Professional Issues in

School Psychology (3 cr.)• P681 Psychology of Cultural Diversity (3 cr.)• P682 Developmental Psychopathology of Childhood

and Adolescence (3 cr.)• P691 Personality Assessment and Intervention (3

cr.)• P692 Seminar in Therapeutic Interventions with

Children (3 cr.)• P695 Practicum in Personality and Behavioral

Assessment (2 cr.)• P696 Practicum in Therapeutic Interventions with

Children (2 cr.)• P697 Advanced Practicum in School Psychology (1

cr.)




12 May 7, 2020

• P699 Internship in School Psychology II (2 cr.)(Taken post-candidacy.)

Psychological Foundations Requirements (15 cr.)Human Development (3 cr.)

• P514 Lifespan Development: Birth to Death (3 cr.)

Biological Bases of Behavior (3 cr.)• P624 The Biology of Behavior: Implications for

Educational & Clinical Practice (3 cr.)

Social Bases of Behavior (3 cr.)Select one course from the following:

• P622 Social Development (3 cr.)• P566 Social Psychology in Education (3 cr.)• G656 Social Bases of Behavior (3 cr.)

History and Systems of Psychology (3 cr.)• P601 Educational and Historical Foundations of

Psychology (3 cr.)

Cognitive/Affective Bases of Behavior (3 cr.)• P650 Topical Seminar in Educational Psychology:

Affective and Cognitive Aspects of Behavior (3 cr.)

Inquiry Requirements (12 cr.)• Y502 Intermediate Statistics Applied to Education

(required) (3 cr.)• Y521 Methodological Approaches to Educational

Inquiry (required) (3 cr.)

Select one course from the following:

• Y603 Statistical Design in Educational Research (3cr.)

• Y604 Multivariate Analysis in Educational Research(3 cr.)

Select one course from the approved Inquiry Course list


Minor Requirements (12 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are normally formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is possible. Interdisciplinary orindividualized minors require a written description of theminor's underlying theme along with a rationale for eachcourse's contribution to that theme through the MinorJustification eDoc.

Most students select counseling for their minor, whichprovides a foundation for advanced practica andinternships in clinical or school settings. Some studentscomplete a second minor, most often in inquiry or specialeducation. The minor should be carefully selected toprepare for internship and professional positions upongraduation.

Elective Requirement (0-6 cr.)Electives may be taken in fields inside or outside theSchool of Education. Students may take electives in anyarea of interest to complement their program of study.

Early Inquiry Experience RequirementTo satisfy the program requirements, the student mustcarry out an independent research project as an earlyinquiry experience. The resulting research manuscript,written in APA style, must be approved by the student’sadvisor and be submitted to a journal for publicationconsideration. Documentation that the manuscript wassuccessfully submitted and forwarded for peer review bythe journal’s editorial review board is required. The earlyinquiry study must be completed before advancing tocandidacy and is expected to be completed by the thirdyear of study.

Practicum and Internship RequirementsPracticum is required every semester. In the secondyear, students are required to enroll in the academicintervention practicum for one semester, and thebehavioral intervention practicum for one semester.Doctoral students also enroll in a doctoral supervisionclass/practicum in the third year. All students take electivepractica in the third and fourth years in their areas. A one-year, full-time internship is required, which typically iscompleted in the fifth year. Internships may be ten monthsin a school setting or 12 months in a clinical or other non-school settings. These hours will be listed in the MajorRequirements section.

National School Psychology ExaminationRequirementAll graduates of the School Psychology doctoral programare required to take and pass the National SchoolPsychology Examination (Praxis II) as a condition forgraduation. It is recommended that the examinationis taken at the end of the second year of study. Theexamination must be taken and passed as a partialrequirement for nomination to candidacy.


cr.)

Ph.D. Minor in CounselingPsychologyMinor Requirements (12 cr.)

Students must take four courses in counselingpsychology. Courses that may be chosen from:

• G505 Individual Appraisal: Principles andProcedures (3 cr.)

• G510 Introduction to Alcohol and Drug Counseling (3cr.)

• G522 Counseling Theories (3 cr.)• G523 Laboratory in Counseling and Guidance (3 cr.)• G532 Introduction to Group Counseling (3 cr.)• G552 Career Counseling: Theory/Practice (3 cr.)• G567 Introduction to Marriage and Family

Counseling (3 cr.)• G575 Multicultural Counseling (3 cr.)• G609 Interventions in Performance Psychology (3

cr.)• G615 Psychopathology and Advanced Diagnosis (3

cr.)• G622 Advanced Theories of Counseling (3 cr.)• G632 Advanced Group Leadership (3 cr.)




May 7, 2020 13

• G650 Topical Seminar in Counseling Psychology (3cr.)

School psychology students who minor in counselingpsychology must take G522 and G523. For all otherstudents, G522 and G523 are highly recommended, butnot required.

Relevant courses from other departments or programsmay be counted as counseling psychology courses at thediscretion of the minor advisor, although no more thanone such course may be counted toward the 12 creditminimum. Any member of the counseling psychologyfaculty is eligible to be a minor advisor.

Students must receive a B or better in all courses to counttoward the minor. There is no minor qualifying examrequirement for the Counseling Psychology specializationdoctoral minor.

.

Ph.D. Minor in EducationalPsychologyMinor Requirements (12 cr.)

Possible courses are (but not limited to):


• P514 Life Span Development: Birth to Death (3 cr.)• P515 Child Development (3 cr.)• P516 Adolescent Development (3 cr.)• P517 Adult Development and Aging (3 cr.)• P518 Social Aspects of Aging (3 cr.)• P540 Learning and Cognition in Education (3 cr.)• P544 Applied Cognition and Learning Strategies (3



Instruction (3 cr.)• P601 Educational and Historical Foundations of

Psychology (3 cr.)• P622 Social Development (3 cr.)• P623 Child Development (3 cr.)• P624 The Biology of Behavior: Implications for

Educational & Clinical Practice (3 cr.)• P625 Family Processes (3 cr.)• P640 Thinking and Learning in Social Contexts (3


cr.)

The doctoral minor in Educational Psychology does notrequire a minor qualifying exam.

Ph.D. Minor in GerontologyMinor Requirements (12 cr.)

Select four courses from the following:


(Students in the Educational Psychology or LearningSciences Ph.D. programs should sign up for SPHH524 Gerontology: Multidisciplinary Perspectives.)

• P517 Adult Development and Aging (3 cr.)(Students in the Educational Psychology or LearningSciences Ph.D. programs may not use this coursefor the gerontology minor.)

• P518 Social Aspects of Aging (3 cr.)(Students in the Educational Psychology or LearningSciences Ph.D. programs may not use this coursefor the gerontology minor.)

• SPH B535 Contemporary Issues in Aging and Health(3 cr.)

• SPH B615 Health, Longevity and IntegrativeTherapies for the Later Years (3 cr.)

• Relevant courses from other departments orprograms may be counted as gerontology courses atthe discretion of the minor advisor, though no morethan one such course may be counted toward the 12credit minimum.

Minor AssignmentSudent will complete a paper or a funding proposal, eitherreal or simulated, and must be approved by the minoradvisor.

Ed.D. Minor in Human DevelopmentMinor Requirements (9 cr.)

These courses may be chosen from:

• P513 Gerontology• P514 Lifespan Development• P515 Child Development• P516 Adolescent Development• P517 Adult Development• P518 Social Aspects of Aging• P521 Emerging Adulthood• P600 Children’s Thinking• P622 Social Development• P623 Advanced Child Development• P624 Biological Bases of Behavior• P625 Family Processes and Child/Adolescent

Development• P652 Family Transitions• P683 Developmental Epidemiology

At least one must be at the 600 level.

Relevant courses from other departments or programsmay be counted as development courses at the discretionof the minor advisor, though no more than one suchcourse may be counted toward the minor.

The doctoral minor in Human Development does notrequire a minor qualifying exam.

Ph.D. Minor in Human DevelopmentMinor Requirements (12 cr.)

These courses may be chosen from:

• P513 Gerontology• P514 Lifespan Development• P515 Child Development• P516 Adolescent Development

14 May 7, 2020

• P517 Adult Development• P518 Social Aspects of Aging• P521 Emerging Adulthood• P600 Children’s Thinking• P622 Social Development• P623 Advanced Child Development• P624 Biological Bases of Behavior• P625 Family Processes and Child/Adolescent


At least one must be at the 600 level.

Relevant courses from other departments or programsmay be counted as development courses at the discretionof the minor advisor, though no more than one suchcourse may be counted toward the minor.

The doctoral minor in Human Development does notrequire a minor qualifying exam.

Ph.D. Minor in Inquiry MethodologyMinor Requirements (12 cr.)

A minor in Inquiry Methodology engages in students’thinking through methodological advancements andchallenges relevant to their major fields of study. Theminor complements one’s core inquiry hours withoutduplicating those. In other words, a course cannot countas both a core course and a minor course. The minor isconstituted of 12 credit hours. The specific coursework forthe minor is decided and approved by the minor advisor.

The doctoral minor in Inquiry Methodology does notrequire a minor qualifying exam.

Ed.D. Minor in Learning andDevelopmental SciencesMinor Requirements (9 cr.)

Required Course (3 cr.)Choose one of the following courses:


cr.)• P572 Introduction to the Learning Sciences (or

equivalent) (3 cr.)• P640 Learning in Social Contexts (3 cr.)

Foundations of Learning Sciences Requirements (6cr.)

• P507 Assessment in Schools (3 cr.)• P545 Educational Motivation (3 cr.)• P573 Learning Sciences Apprenticeship (1-3 cr.)• P574 Topical Seminar in the Learning Sciences (3

cr.)• P631 Theorizing Learning in Context (3 cr.)• P632 Designing for Learning Context (3 cr.)• P633 Capturing Learning in Context (3 cr.)• P674 Advanced Topical Seminar in Learning

Sciences (3 cr.)• Or other electives approved by the Learning Science

faculty committee member

The doctoral minor in Learning & Developmental Sciencesdoes not require a minor qualifying exam.

PH.D. Minor in Learning andDevelopmental SciencesMinor Requirements (12 cr.)

Required Courses (3-6 cr.)Choose one or two of the following courses:


cr.)• P572 Introduction to the Learning Sciences (or

Equivalent) (3 cr.)• P640 Learning in Social Contexts (3 cr.)

Foundations of Learning Sciences Requirement (6-9cr.)

• P507 Assessment in Schools (3 cr.)• P545 Educational Motivation (3 cr.)• P573 Learning Sciences Apprenticeship (1-3 cr.)• P574 Topical Seminar in the Learning Sciences (3

cr.)• P631 Theorizing Learning in Context (3 cr.)• P632 Designing for Learning Context (3 cr.)• P633 Capturing Learning in Context (3 cr.)• P674 Advanced Topical Seminar in Learning

Sciences (3 cr.)• Or other electives approved by the Learning Science

faculty committee member

The doctoral minor in Learning & Developmental Sciencesdoes not require a minor qualifying exam.

Ph.D. Minor in School PsychologyMinor Requirements (12 cr.)


• P650 Topical Seminar in Educational Psychology:Single Subject Research Methodology in BehavioralSciences (3 cr.)

• P670 Behavioral Analysis and Consultation forSchool Psychologists (3 cr.)

• P680 Ethical, Legal, and Professional Issues inSchool Psychology (3 cr.)

• P681 Psychology of Cultural Diversity (3 cr.)• P682 Developmental Psychopathology of Childhood

and Adolescence (3 cr.)

The doctoral minor in School Psychology does not requirea minor qualifying exam.

Ed.D. minor in Sport andPerformance PsychologyMinor Requirements (9 cr.)

• EDUC-G 509/SPH-K 500 Counseling CollegeStudent-Athletes (3 cr.)

• EDUC-G 609/SPH-K 500 Interventions inPerformance Psychology (3 cr.)

Select One Course (3 cr.)• SPH-M 512 Topics in Kinesiology [Critical Race

Theory in Sport] (3 cr.)• SPH-M 513 Sports in Higher Education (3cr.)

May 7, 2020 15

• SPH-M 522 Role of Sport in Society (3cr.)• SPH-M 525 Psychological Foundations of Exercise

and Sport (3 cr.)• SPH-K 527 Adherence to Physical Activity (3 cr.)• SPH-K 533 Advanced Theories of High-Level

Performance (3 cr.)• SPH-K 535 Physiological Basis of Human

Performance (3 cr.)• SPH-K 550 Special Topics in Kinesiology (3 cr.)• EDUC-G 650/SPH-K 500 Special Topics Seminar in

Counseling Psychology (3 cr.)• EDUC-C 750 Special Topics in Higher Education (3

cr.)• Other topical seminars in related fields will be

considered for inclusion

The doctoral minor in Sport and Performance Psychologydoes not require a minor qualifying exam.

Ph.D. minor in Sport andPerformance PsychologyMinor Requirements (12 cr.)

Required Courses (6 cr.)• EDUC-G 509/SPH-K 500 Counseling College

Student-Athletes (3 cr.)• EDUC-G 609/SPH-K 500 Interventions in

Performance Psychology (3 cr.)

Select Two Courses (6 cr.)• SPH-M 512 Topics in Kinesiology [Critical Race

Theory in Sport] (3 cr.)• SPH-M 513 Sports in Higher Education (3cr.)• SPH-M 522 Role of Sport in Society (3cr.)• SPH-M 525 Psychological Foundations of Exercise

and Sport (3 cr.)• SPH-K 527 Adherence to Physical Activity (3 cr.)• SPH-K 533 Advanced Theories of High-Level

Performance (3 cr.)• SPH-K 535 Physiological Basis of Human

Performance (3 cr.)• SPH-K 550 Special Topics in Kinesiology (3 cr.)• EDUC-G 650/SPH-K 500 Special Topics Seminar in

Counseling Psychology (3 cr.)• EDUC-C 750 Special Topics in Higher Education (3

cr.)• Other topical seminars in related fields will be

considered for inclusion

The doctoral minor in Sport and Performance Psychologydoes not require a minor qualifying exam.

M.S.Ed. in Mental Health Counselingand Counselor Education- AddictionsTrackDegree Requirements (60. cr)


Procedures (3 cr.)• G510 Introduction to Alcohol and Drug Counseling (3

cr.)

• G511 Screening and Assessment of Alcohol andDrug Problems (3 cr.)

• G512 Counseling Approaches with Addictions (3 cr.)• G513 Legal and Illegal Drugs of Abuse (3 cr.)• G522 Counseling Theories (3 cr.)• G523 Laboratory in Counseling and Guidance (3 cr.)• G524 Practicum in Counseling (3 cr.)• G532 Introduction to Group Counseling (3 cr.)• G550 Internship in Counseling (6 cr.)• G552 Career Counseling: Theory/Practice (3 cr.)• G563 Mental Health Counseling (3 cr.)• G575 Multicultural Counseling (3 cr.)• G615 Psychopathology and Advanced Diagnosis (3

cr.)

Inquiry Requirement (3 cr.)• Y520 Strategies for Educational Inquiry (3 cr.)


Biological Basis of Behavior Requirement (3 cr.)• P624 The Biology of Behavior: Implications for

Educational & Clinical Work (3 cr.)

Elective Requirements (3 cr.)Three graduate credit hours outside the counseling andcounselor education major are required (non EDUC-G courses). Specific course selection must have theapproval of your academic advisor.

M.S.Ed. in Learning and DevelopmentSciences- Counseling PsychologyTrackDegree Requirements (36 cr.)

Counseling Psychology Requirements (12 cr.)• G522 Counseling Theories (3 cr.)• G523 Laboratory in Counseling and Guidance (3 cr.)• G575 Multicultural Counseling (3 cr.)• G552 Introduction to Career Counseling (3 cr.)

Educational Psychology Requirements (12 cr.)Courses are selected from one or more of the sub-areas of psychological studies, which include humandevelopment and learning science. Select 12-credit hoursof EDUC-P courses in consultation with your academicadvisor. P514 Lifespan Development: Birth -Death andP624 Biology of Behavior are strongly encouraged

Inquiry Methodology Requirements (9 cr.)Select from the following courses in consultation with youracademic advisor:

• Y502 Intermediate Statistics Applied to Education (3cr.)(Must be taken concurrently with Y500.)

• Y520 Strategies for Educational Inquiry (3 cr.)• Y527 Educational Assessment and Psychological

Assessment (3 cr.)• Y535 Evaluation Models and Techniques (3 cr.)• Y603 Statistical Design of Educational Research (3



16 May 7, 2020

• Y611 Qualitative Inquiry in Education (3 cr.)• Y617 Psychometric Theory (3 cr.)

Elective Requirement (3 cr.)Students may take electives in any area of interest withfaculty advisor approval in order to complement their planof study. Note that to meet the elective requirements,students may take additional G courses, excluding G524,G550, G647. Electives taken must bring the total to 36credit hours and must contribute to the integrity of thestudent's program. G650 Topical Seminar in CounselingPsychology: Advanced Multicultural Career Counselingand Consultation is strongly encouraged

M.S.Ed. in Learning and DevelopmentSciences-Human Development TrackDegree Requirements (36 cr.)

Human Development Requirements (15 cr.)Five courses in human development form the core of thistrack. At least one has to be at the 600 level, and up toone course from another department may count towardthe major if approved by your advisor. Courses within thedepartment are selected from the following:

• P513 Gerontology: Multidisciplinary Perspectives• P514 Life Span Development: Birth to Death• P515 Child Development•P516 Adolescent

Development• P517 Adult Development and Aging• P518 Social Aspects of Aging• P521 Emerging Adulthood•P622 Social

Development• P624 Brain Research Applied to Educational and

Clinical Practice• P625 Family Processes and Child/Adolescent


Inquiry Methodology Requirements (9 cr.)Select three courses from the approved Inquiry Courselist:

Approved Inquiry Course List

Foundations Requirement (3 cr.)This may be a course in the philosophy, sociology, historyor anthropology of education or psychology. Typically,an H-prefixed education course is used to fulfill thisrequirement, or an alternative agreed to by the advisor.Other acceptable courses include P601: Educational andHistorical Foundations of Psychology.

Elective Requirements (9 cr.)Other relevant courses, to bring total hours to a minimumof 36. Elective courses must contribute to the integrityof the student's program and must be approved by aprogram advisor.

Curriculum and InstructionWe are on the pulse of the issues and ideas that areshaping today's learning environments, from the latesttechnologies to new methods for instruction. We preparestudents to work as educators with people of all agesand in a variety of settings. Our graduates are working in

private, public, and charter schools, as well as daycarecenters, after-school programs, colleges and universities,online programs, museums, community recreationcenters, and in professional settings.

You will find our faculty has a deep interest and concernin education, and they know what it means to teach.They work continuously to improve and refine their ownteaching abilities, providing you with an opportunity tolearn from expert, award-winning educators as you start todevelop your own teaching style.

Certificate in Preparing Educators ofStudents with Autism (Online)Certificate Requirements (15 cr.)

• K631 Introduction to Autism Spectrum Disorders (3cr.)

• K632 Promoting Social Competency in AutismSpectrum Disorders (3 cr.)

• K633 Communication Development, Assessment,and Intervention in Autism Spectrum Disorders (3cr.)

• K634 Preventing and Intervening with ChallengingBehavior for Students with Autism SpectrumDisorders (3 cr.)

• K635 Evidence-Based Professional Practice toSupport School-Based Learning for Students withAutism Spectrum Disorders (3 cr.)(Prerequisite: successful completion of K631, K632,and either K633 or K634)

M.S.Ed. in Art EducationDegree Requirements (36 cr.)

Major Requirements (18 cr.)• J500 Instruction in the Context of Curriculum (3 cr.)• Z525 Philosophic and Historical Foundations of Art

Education (3 cr.)• 12 additional credit hours in art education (12 cr.)

Foundations Requirement (3 cr.)Select one of the following courses:

• H504 History of American Education (3 cr.)• H530 Philosophy of Education (3 cr.)• P510 Psychology in Teaching (3 cr.)• P515 Child Development (3 cr.)• P516 Adolescent Development (3 cr.)• P525 Psychological Issues in Education (3 cr.)• P540 Learning and Cognition in Education (3 cr.)• P544 Applied Cognition and Learning Strategies (3

cr.)

Elective Requirements (9 cr.)Elective courses must complement the student's programand must be taken from outside the Art Educationprogram. Elective courses must be approved by yourfaculty advisor.

Thesis, Practicum, or Other Requirements (6 cr.)• Z599 Master’s Thesis in Education (3 cr.)• J538 M.S. Practicum/Internship (1-6 cr.)• Other courses selected with the approval of your

faculty advisor


May 7, 2020 17

M.S.Ed. in Elementary Education-Early Childhood Education TrackDegree Requirements (36 cr.)

Major Requirements (15 cr.)• E505 Organization and Administration of Early

Childhood Education Programs (3 cr.)• E506 Curriculum in Early Childhood Education (3 cr.)• E508 Seminar in Early Childhood Education (3 cr.)• E525 Advanced Curriculum Study in Early Childhood

Education (3 cr.)• J500 Instruction in the Context of Curriculum (3 cr.)

Foundations Requirement (3 - 6 cr.)• P515 Child Development (3 cr.)• An additional course in the history or philosophy

of education to be selected in consultation with afaculty advisor.

Elective Requirements (9 - 12 cr.)Select courses from inside or outside the School ofEducation to complement your program. These coursesmust have a unified focus and the approval of anadvisor. Course selections are open and may be takenin Sociology, Library Science, Psychology, Folklore,Language Education, or other areas. NOTE: Up to sixcredit hours may be at the 300- or 400-level.

Thesis, Practicum, or Other Requirements (6 cr.)• X599 Master’s Thesis in Education (1-6 cr.)• J538 M.S. Practicum/Internship (1-6 cr.)• Other courses selected with the approval of your

faculty advisor

M.S.Ed. in Elementary Education-Elementary Education TrackDegree Requirements (36 cr.)

Major Requirements (12 cr.)• J500 Instruction in the Context of Curriculum (3 cr.)• E535 Elementary School Curriculum (3 cr.)• Choose two of the following courses (Students

may choose other courses related to elementaryeducation with the approval of an advisor):

• E545 Advanced Study in the Teaching ofReading in the Elementary Schools (3 cr.)(Bloomington) OR L500 Instructional Issues InLanguage Learning (3 cr.) (Indianapolis)

• E547 Advanced Study in the Teaching ofSocial Studies in the Elementary Schools (3cr.)

• E548 Advanced Study in the Teaching ofScience in the Elementary Schools (3 cr.)

• E595 Problem Analysis in ElementaryEducation: (variable title) (1-3 cr.)

• J511 Methods of Individualizing Instruction (3cr.)

• N543 Advanced Study in the Teaching ofMathematics in the Elementary Schools (3 cr.)


• H504 History of American Education (3 cr.)• H520 Education and Social Issues (3 cr.)

• H525 Anthropology of Education (3 cr.)• H530 Philosophy of Education (3 cr.)• H540 Sociology of Education (3 cr.)• P510 Psychology in Teaching (3 cr.)• P515 Child Development (3 cr.)• P516 Adolescent Development (3 cr.)• P525 Psychological Issues in Education (3 cr.)• P540 Learning and Cognition in Education (3 cr.)• P544 Applied Cognition and Learning Strategies (3

cr.)

Elective Requirements (15 cr.)Elective courses must complement the major and maybe from within or outside of the School of Education.Students wishing to focus on a particular discipline, suchas mathematics, science, or social studies, may includecourses from these fields here. Elective courses must beapproved by a program advisor. Thesis, Practicum, or Other (6 cr.)

• X599 Master’s Thesis in Education (1-6 cr.)• J538 M.S. Practicum/Internship (1-6 cr.)• Other courses selected with the approval of your

faculty advisor

M.S.Ed. in Secondary Education-General TrackDegree Requirements (36 cr.)

General Curriculum Requirement (3 cr.)• J500 Instruction in the Context of Curriculum (3 cr.)

Focus Requirements (15 cr.)Select course from inside or outside of the School ofEducation. Courses should have a unified focus and theapproval of your advisor.

Foundational Areas & Inquiry Skills Requirement (3cr.)Select at least one of the following courses

• P510 Psychology in Teaching• P516 Adolescent Development• P540 Learning and Cognition in Education• H504 History of American Education• H510 Foundations of Educational Inquiry• H520 Education and Social Issues• H525 Anthropology of Education• H530 Philosophy of Education• H538 Critical Thinking and Education• H540 Sociology of Education

Elective Requirements (9 cr.)Select courses that complement your program from insideor outside the School of Education with the approval ofyour advisor.

Thesis or Practicum Requirements (6 cr.)Practicum proposals and thesis topics must be selectedwith the approval of your advisor. Practica must extendover at least two semesters or one semester and a regularsummer session. Six hours of course work may be takeninstead of the practicum option with the approval of youradvisor.

18 May 7, 2020

M.S.Ed. in Secondary Education-Mathematics Education TrackDegree Requirements (36 cr.)

Major Requirements (18 cr.)• J500 Instruction in the Context of Curriculum (3 cr.)• N517 Advanced Methods in the Teaching of Middle/

Junior High School Mathematics (3 cr.) OR N518Advanced Methods in the Teaching of Middle/JuniorHigh School Mathematics (3 cr.)

• Six (6) credit hours of mathematics courses at the400 level or above, selected under the direction ofyour academic advisor.

• Six (6) additional credit hours selected under thedirection of your academic advisor.

Foundations Requirement (3 cr.)Choose one of the following courses

• H504 History of American Education (3 cr.)• H510 Foundations of Educational Inquiry (3 cr.)• H520 Education and Social Issues (3 cr.)• H525 Anthropology of Education (3 cr.)• H530 Philosophy of Education (3 cr.)• H538 Critical Thinking and Education (3 cr.)• H540 Sociology of Education (3 cr.)• P501 Statistical methods Applied to Education (3 cr.)• P507 Testing in the Classroom (3 cr.)• P510 Psychology in Teaching (2-3 cr.)• P516 Adolescent Development (3 cr.)• P525 Psychological Issues in Education (3 cr.)• P540 Learning and Cognition in Education (3 cr.)• P544 Applied Cognition and Learning Strategies (3

cr.)

Elective Requirements (9 cr.)These courses must have a unified focus in mathematicseducation and must be approved by your academicadvisor. With the advisor’s consent, candidates areencouraged to enroll in N590 Independent Research inMathematics Education (1-3 cr.) Thesis, Practicum, or Other Requirements (6 cr.)

• X599 Master’s Thesis in Education (1-6 cr.)• J538 M.S. Practicum/Internship (1-6 cr.)• Other courses selected with the approval of your

faculty advisor

M.S.Ed. in Secondary Education-Science Education TrackDegree Requirements (36 cr.)

Major Requirements (21 cr.)• J500 Instruction in the Context of Curriculum (3 cr.)• Nine graduate credits in Science Education (9 cr.)• Nine graduate credits in one of more Science

Content Area (9 cr.)

Foundations Requirement (3 cr.)Three graduate credits in the Educational Foundationsarea (3 cr.)

Elective Requirements (6 cr.)Six graduate credit that must have the approval of youracademic advisor.

Thesis, Practicum, Field Experience, or ResearchApprenticeship Requirement (6 cr.)Options include:

• J538 M.S. Practicum/Internship (1-6 cr.)• M501 Laboratory/Field Experience (0-3 cr.)• Q590 Independent Study or Research in Science

Education (1-3 cr.)• S599 Masters Thesis in Secondary Education (3 cr.)

M.S.Ed. in Social Studies EducationDegree Requirements (36 cr.)

Major Requirements (18 cr.)• J500 Instruction in the Context of Curriculum (3 cr.)• M653 The Nature of Social Studies (3 cr.)

Choose four of the following courses:

• E514 Workshop in Elementary Social Studies (3 cr.)OR M514 Workshop in Social Studies Education (3cr.)

• E535 Elementary School Curriculum (3 cr.) OR S503Secondary School Curriculum (3 cr.)

• E547 Advanced Study in the Teaching of SocialStudies in the Elementary School (3 cr.) OR S519Advanced Study in the Teaching of SecondarySchool Social Studies (3 cr.)

• M590 Independent Study in Social StudiesEducation (3 cr.) OR M680 Internship, Social StudiesEducation (3 cr.)


• H504 History of American Education (3 cr.)• H520 Education and Social Issues (3 cr.)• H530 Philosophy of Education (3 cr.)• H540 Sociology of Education (3 cr.)• H560 Education and Change in Societies (3 cr.)• P510 Psychology in Teaching (3 cr.)• P515 Child Development (3 cr.)• P516 Adolescent Development (3 cr.)• P540 Learning and Cognition in Education (3 cr.)• P544 Applied Cognition and Learning Strategies (3

cr.)

Elective Requirements (9 cr.)Elective courses must complement the major, and be fromthe social science field in the College of Arts and Sciences(such as Anthropology, Economics, Geography, History,Political Science, Psychology, or Sociology). Electivecourses must be approved by a program advisor.

Thesis, Practicum, or Other Requirements (6 cr.)• X599 Master’s Thesis in Education (1 - 6 cr.)• J538 M.S. Practicum/Internship (1 - 6 cr.)

Other courses selected with the approval of your facultyadvisor

May 7, 2020 19

M.S.Ed. in Special Education (Onlineor Residential)Degree Requirements (36 cr.)

Major Requirements (20 cr.)• K535 Assessment and Remediation of the Mildly

Handicapped I (3 cr.)• K536 Assessment and Remediation of the Mildly

Handicapped II (3 cr.)• K548 Families, School and Society (3 cr.)• K553 Classroom Management and Behavior Support

(3 cr.)• K565 Collaboration and Service Delivery (3 cr.)• S500 Field-Based Seminar in Teacher Education:

Orientation to SPEDFIST (2 cr.)


• Y510 Action Research I (3 cr.)• Y520 Inquiry in Education (3 cr.)

Emphasis Area Requirement (12 cr.)Students choose four classes from different departmentsor programs in the School of Education to create anarea of emphasis which may include Autism, BehaviorDisorders, Early Childhood Education, InstructionalStrategies or others as approved by your advisor. Oneof the 4 chosen courses should be outside the SpecialEducation program.

Capstone Project or Thesis Requirements (4 cr.)• K500 Topical Workshop in Special Education

(Culminating Seminar) (1 cr.)

Select one of the following courses:

• K590 Independent Study or Research in SpecialEducation (3 cr.)

• K599 Masters Thesis in Special Education (3 cr.)

Prerequisite (3 cr.)K505 Introduction to Special Education for GraduateStudents (3 cr.)

This course does not count towards the M.S.Ed. in SpecialEducation.

Ed.S. in Education-ElementaryEducation TrackDegree Requirements (65 cr.)

Major Requirements (24 cr.)The credits in the major are chosen in consultation withthe student’s advisor and program advisory committee.

Inquiry Requirements (6 cr.)These hours will be selected in consultation with thestudent’s advisor and program advisory committee. Theywill be selected from the approved list of current InquiryCore courses: A list of approved inquiry courses may befound at https://education.indiana.edu/students/graduates/approved-core-inquiry-courses.html.

Cognate Requirements (9 cr.)The cognate must have integrity in its own right andmust complement the major. The cognate field mustdemonstrate wholeness within itself and contribute tothe student's overall doctoral program. Cognates are

normally formulated within a single program area. Majorarea courses may not be used in the cognate.

Elective Requirements (26 cr.)Elective courses must be approved by the advisorycommittee. They must be relevant to the program. Theelectives category may be used to add to the major,research/Inquiry, or cognate components.

Capstone Project or Comprehensive ExaminationA substantial project or a comprehensive examinationconstitutes the culmination of the Ed.S. program. A projectnormally requires a written manuscript describing theproject. Projects vary from program to program.Practical ExperienceEd.S. students must have demonstrated successfulpractical experience in order to be eligible for graduation.This experience may be in the form of work experienceprior to or during the program of studies, or it may beaccomplished through practicum and internship coursestaken during the program.Final MeetingA final meeting of the advisory committee is required, atwhich the student’s entire program, including the projectmanuscript or comprehensive examination results, arereviewed. If the committee is satisfied that all programrequirements have been successfully completed, thestudent is recommended for graduation.

Ed.S. in Education-SecondaryEducation TrackDegree Requirements (65 cr.)



Cognate Requirements (9 cr.)The cognate must have integrity in its own right andmust complement the major. The cognate field mustdemonstrate wholeness within itself and contribute tothe student's overall doctoral program. Cognates arenormally formulated within a single program area. Majorarea courses may not be used in the cognate.


Capstone Project or Comprehensive ExaminationA substantial project or a comprehensive examinationconstitutes the culmination of the Ed.S. program. A projectnormally requires a written manuscript describing theproject. Projects vary from program to program.Practical ExperienceEd.S. students must have demonstrated successfulpractical experience in order to be eligible for graduation.





20 May 7, 2020

This experience may be in the form of work experienceprior to or during the program of studies, or it may beaccomplished through practicum and internship coursestaken during the program.Final MeetingA final meeting of the advisory committee is required, atwhich the student’s entire program, including the projectmanuscript or comprehensive examination results, arereviewed. If the committee is satisfied that all programrequirements have been successfully completed, thestudent is recommended for graduation.

Ed.S. in Education-Special EducationTrackDegree Requirements (65 cr.)



Cognate Requirements (9 cr.)The cognate must have integrity in its own right andmust complement the major. The cognate field mustdemonstrate wholeness within itself and contribute tothe student's overall doctoral program. Cognates arenormally formulated within a single program area. Majorarea courses may not be used in the cognate.


Capstone Project or Comprehensive ExaminationA substantial project or a comprehensive examinationconstitutes the culmination of the Ed.S. program. A projectnormally requires a written manuscript describing theproject. Projects vary from program to program.Practical ExperienceEd.S. students must have demonstrated successfulpractical experience in order to be eligible for graduation.This experience may be in the form of work experienceprior to or during the program of studies, or it may beaccomplished through practicum and internship coursestaken during the program.Final MeetingA final meeting of the advisory committee is required, atwhich the student’s entire program, including the projectmanuscript or comprehensive examination results, arereviewed. If the committee is satisfied that all programrequirements have been successfully completed, thestudent is recommended for graduation.

Ed.D. in Curriculum and Instruction-Specialization in Art Education (60-credit hours)Degree Requirements (60 cr.)

Major Requirements (27 cr.)The credits in the major are chosen in consultation withthe student’s advisor and program advisory committee anddivided into three areas.

Focus (24 cr.)There is substantial flexibility in the major. Coursesfrom related areas of study may be included in themajor component if their relevance to the major can bedemonstrated and if committee approval can be secured.All courses are subject to approval by the student’sdoctoral advisory committee. Inquiry Linkage (3 cr.)A course with a robust research component (e.g., J638,J650, J605, J705or other course approved by the programcommittee) (3 cr.)

Inquiry Requirements (9 cr.)Select one course from the following (3 cr.):

• Y520 Strategies for Educational Inquiry (3 cr.)• Y521 Methodological Approaches to Educational

Inquiry (3 cr.)*

Although either Y520 or Y521 can meet this requirement,Y521 is highly recommended because it is intended fordoctoral students.

An additional minimum of six credits must be selectedfrom those approved as Core Inquiry courses. A listof approved inquiry courses may be found at https://education.indiana.edu/students/graduates/approved-core-inquiry-courses.html

Minor Requirements (9 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are typically formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is also possible. Interdisciplinaryor individualized minors require a written description ofthe minor's underlying theme along with a rationale foreach course's contribution to that theme through the MinorJustification form. This form should be submitted andapproved by the Graduate Studies Office before enrollingin the minor courses. Major area courses may not be usedin the minor.

Elective Requirements (6 cr.)A minimum of 6 elective credits must be taken outsidethe major and the minor. An additional elective may beselected from within the major, the minor, inquiry, or anybroad field of study.

Dissertation Requirements (9 cr.)• J795 Dissertation Proposal Preparation (3 cr.)• J799 Dissertation-Curriculum/Instruction (6 cr.)






May 7, 2020 21

Master's Degree Used For AdmissionFor the 60 credit hour program, a master's degree is aprerequisite for admission. Master's coursework maynot be counted toward the 60 required credit hours, butgraduate coursework beyond the master's degree may be,as long as it meets requirements and is approved by thecommittee.

Ed.D. in Curriculum and Instruction-Specialization in Art Education (90-credit hours)Degree Requirements (90 cr.)


Focus (30 cr.)

The area of focus must have an identifiable focus andconsist of graduate-level courses (or the equivalent) andmay include courses outside the program specializationarea. All courses are subject to approval by the student’sadvisory committee.

• Z525 Philosophic and Historical Foundations of ArtEducation (3 cr.)

• Z760 Art Education Research Seminar: VariableTitle (6 cr.)

• Z750 Doctoral Seminar in Art Education: VariableTitle (6 cr.)

• Select an additional 15 specialization credits ofcoursework in consultation with your faculty advisor(15 cr.)

Early Inquiry Experience and Inquiry Linkage (6 cr.)

• J605 Independent Research Experience inCurriculum & Instruction (3 cr.)

• J705 Seminar: Inquiry in Curriculum & Instruction(3cr.)



Inquiry (3 cr.)*

*Although either Y520 or Y521 can meet this requirement,Y521 is highly recommended because it is intended fordoctoral students.

An additional minimum of six credits must be selectedfrom those approved as Core Inquiry courses. A listof approved inquiry courses may be found at https://education.indiana.edu/students/graduates/approved-core-inquiry-courses.html

Minor Requirements (12 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are typically formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is also possible. Interdisciplinaryor individualized minors require a written description ofthe minor's underlying theme along with a rationale for

each course's contribution to that theme through the MinorJustification form. This form should be submitted andapproved by the Graduate Studies Office before enrollingin the minor courses. Major area courses may not be usedin the minor.



Ed.D. in Curriculum and Instruction-Specialization in Curriculum Studies(60-credit hours)Degree Requirements (60 cr.)

Major Requirements (27 cr.)The credits in the major are divided into two areas andchosen in consultation with the student’s advisor andprogram advisory committee.

Focus (24 cr.)There is substantial flexibility in the major. Courses fromrelated areas of study may be included if their relevance tothe major can be demonstrated and if committee approvalcan be secured. All courses are subject to approval by thestudent’s doctoral advisory committee.

Inquiry Linkage (3 cr.)A course with a robust research component (e.g., J638,J650, Q690 or other course approved by the programcommittee) (3 cr.)



Inquiry (3 cr.)*

*Although either Y520 or Y521 can meet thisrequirement, Y521 is highly recommended becauseit is intended for doctoral students.

An additional minimum of six credits must be selectedfrom those approved as Core Inquiry courses. A listof approved inquiry courses may be found at https://education.indiana.edu/students/graduates/approved-core-inquiry-courses.html.

Minor Requirements (9 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are typically formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is also possible. Interdisciplinaryor individualized minors require a written description ofthe minor's underlying theme along with a rationale foreach course's contribution to that theme through the MinorJustification form. This form should be submitted andapproved by the Graduate Studies Office before enrollingin the minor courses.







22 May 7, 2020



Ed.D. in Curriculum and Instruction-Specialization in Curriculum Studies(90-credit hours)Degree Requirements (90 cr.)


Focus (24 cr.)The area of focus must have an identifiable focus andconsist of graduate-level courses (or the equivalent) andmay include courses outside the program specializationarea. All courses are subject to approval by the student’sdoctoral advisory committee.

Additional Courses (6 cr.)An additional six credits must be selected in the major inconsultation with your faculty advisor.

Early Inquiry Experience and Inquiry Linkage (6 cr.)• J605 Independent Research Experience in

Curriculum and Instruction (3 cr.)J705 Seminar: Inquiry in Curriculum and Instruction(3 cr.)



Inquiry (3 cr.)*



Minor Requirements (12 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are typically formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is also possible. Interdisciplinaryor individualized minors require a written description ofthe minor's underlying theme along with a rationale foreach course's contribution to that theme through the MinorJustification form. This form should be submitted andapproved by the Graduate Studies Office before enrollingin the minor courses.

Elective Requirements (6-18 cr.)A minimum of 6 elective credits must be taken outsidethe major and the minor. An additional elective may beselected from within the major, the minor, inquiry, or anybroad field of study.


Ed.D. in Curriculum and Instruction-Specialization in MathematicsEducationDegree Requirements (60 cr.)

Major Requirements (27 cr.)The credits in the major are chosen in consultation withthe student’s advisor and program advisory committee anddivided into two areas.

Focus (24 cr.)There is substantial flexibility in the major. Courses fromrelated areas of study may be included in the majorspecialization if their relevance to the major can bedemonstrated and if committee approval can be secured.All courses are subject to approval by the student’sdoctoral advisory committee.




Inquiry (3 cr.)*


An additional minimum of six credits must be selectedfrom those approved as Core Inquiry courses. A listof approved inquiry courses may be found at https://education.indiana.edu/students/graduates/approved-core-inquiry-courses.html. Minor Requirements (9 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are normally formulatedwithin one discipline. However, an interdisciplinary orindividualized minor is also possible. Interdisciplinary orindividualized minors require a written description of theminor's underlying theme along with a rationale for eachcourse's contribution to that theme through the MinorJustification form. This form should be submitted andapproved by the Graduate Studies Office before enrolling







May 7, 2020 23

in the minor courses. Major area courses may not be usedin the minor.




Ed.D. in Curriculum and Instruction-Specialization in Science EducationDegree Requirements (60 cr.)

Major Requirements (27 cr.)The credits in the major are chosen in consultation withthe student’s advisor and program advisory committee anddivided into two areas.

Focus (24 cr.)There is substantial flexibility in the major. Courses fromrelated areas of study may be included in the majorspecialization if their relevance to the major can bedemonstrated and if committee approval can be secured.All courses are subject to approval by the student’sdoctoral advisory committee.




Inquiry (3 cr.)*


An additional minimum of six credits must be selectedfrom those approved as Core Inquiry courses. A listof approved inquiry courses may be found at https://education.indiana.edu/students/graduates/approved-core-inquiry-courses.html. Minor Requirements (9 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are normally formulatedwithin one discipline. However, an interdisciplinary orindividualized minor is also possible. Interdisciplinary orindividualized minors require a written description of theminor's underlying theme along with a rationale for each

course's contribution to that theme through the MinorJustification form. This form should be submitted andapproved by the Graduate Studies Office before enrollingin the minor courses. Major area courses may not be usedin the minor.




Ph.D. in Curriculum and Instruction-Specialization in Art EducationDegree Requirements (90 cr.)

Major Requirements (36 cr.)Focus (30 cr.)


• Z750 Topical Doctoral Seminar in Art Education (3cr., taken twice for a total of 6 cr.)

• Z760 Art Education Research Seminar (1-3 cr.,taken twice for a total of 6 cr.)

• Additional 15 hours are selected in consultation withadvisory committee and may include courses outsidethe program specialization.

Early Inquiry Experience and Inquiry Linkage in theMajor (6 cr.)

• J605 Independent Research Experience inCurriculum and Instruction (3 cr.)

• J705 Seminar: Inquiry in Curriculum and Instruction(3 cr.)

Inquiry Requirements (9-15 cr.)Selected in consultation with advisory committee fromthe list of approved inquiry courses which can be foundat https://education.indiana.edu/students/graduates/approved-core-inquiry-courses.html.

Minor Requirements (12 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are normally formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is also possible. Interdisciplinaryor individualized minors require a written description ofthe minor's underlying theme along with a rationale foreach course's contribution to that theme through the MinorJustification form. This form should be submitted andapproved by the Graduate Studies Office prior to enrollingin the minor courses.






24 May 7, 2020



Ph.D. in Curriculum and Instruction-Specialization in Curriculum StudiesDegree Requirements (90 cr.)

Major Requirements (36 cr.)Focus (24)The 24 credits in the focus are chosen in consultation withthe student’s advisor and program advisory committeeand must be taken with a clearly identifiable focus andconsist of graduate level courses (or the equivalent) andmay include courses outside the program specializationarea.

Department Seminars (6 cr.)Advanced Curriculum and Instruction seminars (600-700level) offered.


• J605 Independent Research Experience inCurriculum and Instruction (3 cr.)

• J705 Seminar: Inquiry in Curriculum and Instruction(3 cr.)


Inquiry (3 cr.)





Ph.D. in Curriculum and Instruction-Specialization in MathematicsEducationDegree Requirements (90 cr.)

Major Requirements (36 cr.)The credits in the major are chosen in consultation withthe student’s advisor and program advisory committee.The area of specialization must have a clearly identifiablefocus and consist of graduate level courses (or theequivalent) and may include courses outside the programspecialization area. All courses are subject to approval bythe student’s doctoral advisory committee.

Department Seminars (21 cr.)• N716 Topical Seminar in Mathematics Education (3

cr., taken for a total of 12 cr.)• N717 Contemporary Issues in Mathematics

Education (taken as 1-2 cr. per semester in student’sfirst 3 years for a total of 9 cr.)

Early Inquiry Experience and Inquiry Linkage (6 cr.)• J605 Independent Research Experience in

Curriculum and Instruction (3 cr.)• J705 Seminar: Inquiry in Curriculum and Instruction

(3 cr.)

Other Courses in Major (9 cr.)Inquiry Requirements (9 cr.)Select one course from the following (3 cr.):


Inquiry (3 cr.)*





Dissertation Requirements (15 cr.)• J795 Dissertation Proposal Preparation (3 cr.)







May 7, 2020 25

J799 Dissertation-Curriculum/Instruction (12 cr.)

Ph.D. in Curriculum and Instruction-Specialization in Science EducationDegree Requirements (90 cr.)

Major Requirements (39 cr.)Science Education (12 cr.)

• Q612 Topical Seminar in Science Education (2-4 cr.,taken for a total of 12 cr.)

Science Methods (6 cr.)Select two courses from the following:

• J762 Topical Seminar in Curriculum and Instruction:Teaching Introduction to Scientific Inquiry (3 cr.)

• Q528 Demonstration and Field Strategies in Science(1-6 cr.)

• Q540 Teaching Environmental Education (3 cr.)• Q610: Developing as Teacher Educators for Science

or Mathematics• Q620 University Science Teaching (3 cr.)

Content Support-Graduate Level Science Courses (12cr.)As decided by the program committee to fit the needs ofthe student. They can be taken in one disciplinary area ofscience or be from across various disciplines of science,including multidisciplinary science programs

Proseminars (3 cr.)• Q601 Professional Seminar in Science Education

(1-3 cr., taken for a total of 3 cr.)

Early Inquiry Experience and Inquiry Linkage (6 cr.)• J705 Seminar: Inquiry in Curriculum and Instruction

(3 cr.)• Q690 Advanced Research in Science Education (1-6

cr., taken for 3 cr.)

Inquiry Requirements (15 cr.)• Introductory Course (3 cr.) (e.g.) Y521:

Methodological Approaches to Educational Inquiry• Statistical Techniques (3-9 cr., minimum 3 credits)• Qualitative Inquiry Approaches (3-9 cr., minimum 3

credits)• Measurement, Evaluation, and Design (0-3 cr.)


Elective Requirements (9 cr.)Selected in consultation with advisory committee. Electivecourses are chosen to fill out the major and to contributeto the integrity of the student’s program. These coursesare taken in the student’s area of interest, within or

outside the department, in order to fulfill the total programrequirement of 90 credit hours.


Ph.D. in Special EducationDegree Requirements (90 cr.)

Major Requirements (36 cr.)Focus (24 cr.)

• K590 Independent Study or Research in SpecialEducation (3 cr.)

• K601 Introduction to Special Education Scholarship(1 cr., taken three times for a total of 3 cr.)

• K650 Paradigms and Policies of Special Educationin the U.S. (3 cr.)

• K681 Evidence-Based Practice in Special Education(3 cr.)

• K780 Seminar in Special Education (1-4 cr., taken atleast three times for a total of 9 cr.)

• K785 Internship in Special Education (1-6 cr., takenfor 3 cr.)

Other Special Education Graduate Courses (12 cr.)Selected in consultation with advisory committee.

Inquiry Requirements (15 cr.)The Inquiry component emphasizes methodological skillswhich provide a basis for conducting original research.

• Y502 Intermediate Statistics Applied to Education (3cr.)


Select three courses from the following (9 cr.)


Minor Requirements (12 cr.)The minor has integrity in its own right and complementsthe major. The minor field demonstrate wholeness withinitself and contribute to the student's overall doctoralprogram. Minors are normally formulated within asingle program area. However, an interdisciplinary orindividualized minor is also possible. Individualizedor interdisciplinary minors not specifically listed in theGraduate School Bulletin must be approved by the deanand a student's advisory committee. Approval is obtainedthrough the Ph.D. Request for Individualized Minor eDocwhich is submitted with the e-POS form. Major areacourses may not be used in the minor.

Elective Requirements (9-12 cr.)Selected in consultation with advisory committee. Electivecourses are chosen to fill out the major and to contributeto the integrity of the student’s program. These coursesare taken in the student’s area of interest, within oroutside the department, in order to fulfill the total programrequirement of 90 credit hours.

Dissertation Requirements (15 cr.)• K795 Dissertation Proposal Preparation (3 cr.)• K799 Doctoral Thesis in Special Education (12 cr.)




26 May 7, 2020

Ph.D. Minor in Art EducationMinor Requirements (12 cr.)

Each student works with their minor advisor from theprogram to select from the following courses that bestcontributes to the educational goals of the student. Someof the following courses are repeatable for credit in morethan one instance.


• Z700 Practicum in Art Education (1-6 cr.)• Z750 Topical Doctoral Seminar in Art Education:

Variable Title (3 cr.)• Z760 Art Education Research Seminar: Variable

Title (1-3 cr.)

The doctoral minor in Art Education does not require aminor qualifying exam.

Ph.D. Minor in Curriculum andInstructionMinor Requirements (12 cr.)

The Ph.D Minor in Curriculum and Instruction is atthis time constituted as an individualized minor. Oftenthe focus will be one of the specializations within theCurriculum and Instruction Department: Early ChildhoodEducation, Mathematics Education, Science Education,Art Education, Elementary Education, SecondaryEducation, Social Studies Education, or CurriculumStudies. Students seek an advisory committee minoradvisor from the relevant program area and work withhim or her to devise a selection of doctoral-level courses.Minors that cross program specializations but reflect acoherent focus or theme are also possible. A minimumof 12 credit hours is required. In addition to approval bythe minor advisor, the selection must be approved by theSchool of Education Associate Dean of Graduate Studies.

The doctoral minor in Curriculum and Instruction does notrequire a minor qualifying exam.

Ph.D. Minor in Curriculum StudiesMinor Requirements (12 cr.)

Required Courses (6-9 cr.)• J500 Instruction in the Context of Curriculum (3 cr.)

Select at least one course of the following:

• J630 Curriculum Theory and Practice (3 cr.)• J664 Contemporary Curriculum Discourses (3 cr.)

Additional Courses (3-6 cr.)The remaining course(s) selected in consultation with yourminor advisor.

The doctoral minor in Curriculum Studies does not requirea minor qualifying exam.

At least 9 hours must be taken at Indiana University.

Ph.D. Minor in Early ChildhoodEducationMinor Requirements (12 cr.)

Core Courses (9 cr.)E506 Curriculum in Early Childhood Education (2-6 cr.)E508 Seminar in Early Childhood (1-3 cr.)E525 Advanced Curriculum in Early Childhood Education(3 cr.)

Additional Course (3 cr.)The remaining course selected in consultation with yourminor advisor.

The doctoral minor in Early Childhood Education does notrequire a minor qualifying exam.

Ph.D. Minor in MathematicsEducationMinor Requirements (12 cr.)

Core Courses (9 cr.)• N716 Topical Seminar in Mathematics Education

(2-4 cr.) Students are typically required to take thiscourse a minimum of two times.

Select three-credits of the following:

• N590 Independent Study or Research inMathematics Education (1-3 cr.)

• N610 Internship in Mathematics Education (1- 3 cr.)

Additional Course (3 cr.)Select the remaining hours, in consultation with your minoradvisor, from the following:

• N517 Advanced Study in the Teaching of SecondarySchool Mathematics (3 cr.)

• N543 Advanced Study in the Teaching ofMathematics in the Elementary Schools (3 cr.)

• N590 Independent Study or Research inMathematics Education (1-3 cr.)

• N610 Internship in Mathematics Education (1- 3 cr.)• N716 Topical Seminar in Mathematics Education

(2-4 cr.)• Other course approved by the minor advisor.

The doctoral minor in Mathematics Education does notrequire a minor qualifying exam.

Ph.D. Minor in Science EducationMinor Requirements (12 cr.)

• Q612 Topical Seminar in Science Education (3 cr.,taken four times for a total of 12 cr.)

Courses selected in consultation with your minor advisor.

The doctoral minor in Science Education does not requirea minor qualifying exam.

Ph.D. Minor in Social StudiesEducationMinor Requirements (12 cr.)

This minor requires 12 credits, which will be chosen inconsultation with the minor advisor. These courses mayinclude courses in Social Studies Education (EDUC-M),

May 7, 2020 27

Curriculum Studies (EDUC-J), or other areas that developstudents’ understanding and expertise in Social Studiescurriculum and instruction.

The doctoral minor in Social Studies does not require aminor qualifying exam.

Ph.D. Minor in Special EducationMinor Requirements (12 cr.)

The Ph.D. Minor in Special Education requires thecompletion of a minimum of 12 credit hours in SpecialEducation at the doctoral level. Students seek an advisorycommittee minor advisor from the Special Educationfaculty and work with him or her to devise a selectionof courses based on interest and need. In addition toapproval by the minor advisor, the selection must beapproved by the School of Education Associate Dean ofGraduate Studies.

The doctoral minor in Special Education does not requirea minor qualifying exam.

Ph.D. Minor in Teacher EducationMinor Requirements (12 cr.)

Core Courses (9 cr.)J700 Teaching in Teacher EducationJ710 Paradigms and Programs in Teacher EducationJ720 Teacher Education as Occupational Socialization

Additional Course (3 cr.)One relevant course involving teacher education fromother departments or programs may be counted at thediscretion of the minor advisor, although no more thanone such course may be counted toward the 12 creditminimum.

The doctoral minor in Teacher Education does not requirea minor qualifying exam.

Educational Leadership andPolicy StudiesWe prepare leaders to make a difference in education allover the world. Our faculty and alumni are at the forefrontof issues such as higher education reform in China,accessibility of education in Latin America, and programevaluations and district policy development in Indiana.Our alumni hold prestigious positions in government,non-governmental organizations, K-12 schools, anduniversities.

When you join this department as a student, you willquickly become a part of a supportive intellectualcommunity that invites discussion and debate about theissues facing educators throughout the world. Facultymembers have strong connections within the profession,and beyond rigorous and up-to-date courses you willhave a chance to interact with faculty, visiting scholars,and your peers in activities that include weekly informalseminars and conversations about professional publicationand presentation.

Certificate in Education Law (Online)Certificate Requirements (12 cr.)

• A608 Legal Perspectives on Education (3 cr.)

• A615 Advanced School Law (3 cr.)• A675 Leadership in Special Education (3 cr.)• A710 Research in School Law (3 cr.)

Certificate in Higher Education andStudent Affairs (Online)Certificate Requirements (12 cr.)

Core Courses (9 cr.)• C565 Introduction to College and University

Administration (3 cr.)• U544 Introduction to Student Affairs Work in Higher

Education (3 cr.)• U556 Applying Student Development Theory to

Practice (3 cr.)

Elective Course (3 cr.)Select one of the following courses:

• D505 Adult Learning through the Lifespan (3 cr.)• D506 Adult Education Planning and Development (3

cr.)• U550 Topical Seminar in College Student Personnel

(3 cr.)• U590 Independent Study or Research in College

Student Personnel (3 cr.)

Certificate in Institutional ResearchCertificate Requirements (18 cr.)

Core Courses (9 cr.)• C661 Foundations of Institutional Research (3 cr.)• C678 Capstone in Institutional Research (3 cr.)


• C565 Introduction to College and UniversityAdministration (3 cr.)

• C664 Higher Education Organization andAdministration (3 cr.)

Inquiry Requirement (3 cr.)• Y502 Intermediate Statistics Applied to Education (3

cr.)

Elective Requirements (6 cr.)Select two relevant graduate-level Higher Educationcourses or other relevant graduate-level courses with theapproval of your program advisor.

M.S.Ed. in Educational Leadership(Hybrid)Degree Requirements (36 cr.)

Major Requirements (27 cr.)• A500 Introduction to Educational Leadership (3 cr.)• A510 School Community Relations (2-3 cr.)• A515 Educational Leadership: Teacher Development

and Evaluation (3 cr.)• A608 Legal Perspectives on Education (3 cr.)• A624 Educational Leadership: Principalship K-12 (3

cr.)• A629 Data-Informed Decision Making for School

Leaders (3 cr.)• A635 Public School Budgeting and Accounting (3

cr.)

28 May 7, 2020

• A695 Practicum in Educational Leadership (1-3 cr.)• J500 Instruction in Context of Curriculum (3 cr.)

Strand Requirements (9 cr.)Diverse Populations Strand (Hybrid)

• A675 Leadership in Special Education (3 cr.)• H504 History of American Education (3 cr.) or H540

Sociology of Education (3 cr.)• L524 Language Issues in Bi/Multi/Education (3 cr.)

Higher Education and Student Affairs Strand (Online)

• C565 Introduction to College and UniversityAdministration (3 cr.)

• U544 Introduction to Student Affairs Work (3 cr.)• U556 Applying Student Development Theory to

Practice (3 cr.)

History/Foundations Strand (Hybrid)

• H504 History of American Education (3 cr.)• H520 Education and Social Issues (3 cr.)• H540 Sociology of Education (3 cr.)

Leadership in Educational Organizations Strand (Online)

• A560 Political Perspectives of Education (3 cr.)• H504 History of American Education (3 cr.)• H520 Education and Social Issues (3 cr.)

Learning Sciences Strand (Online)

• P507 Assessment in Schools (3 cr.)• P540 Learning and Cognition in Education (3 cr.)• P574 Topical Seminar in Learning Science (1 -3 cr.)

School Law Strand (Online)

• A615 Advanced School Law (1-3 cr.)• A675 Leadership in Special Education (3 cr.)• A720 Workshop on Select Problems in Educational

Leadership (1-3 cr.)

NOTE: Students may propose other strands with advisorapproval.

M.S.Ed. in Educational Leadership(Online)Degree Requirements (36 cr.)

Major Requirements (27 cr.)• A500 Introduction to Educational Leadership (3 cr.)• A510 School Community Relations (3 cr.)• A515 Educational Leadership: Teacher Development

and Evaluation (3 cr.)• A608 Legal Perspectives on Education (3 cr.)• A624 Educational Leadership: Principalship K-12 (3


Leaders (3 cr.)• A635 Public School Budgeting and Accounting (3

cr.)• A695 Practicum in Educational Leadership (3 cr.)• J500 Instruction in Context of Curriculum (3 cr.)

Strand Requirements (9 cr.)Students will choose a 9 hour (3 course) strand withapproval from their master’s advisor.

M.S.Ed. in Higher Education andStudent AffairsDegree Requirements (41 cr.)

Basic Core Requirements (20 cr.)• C565 Introduction to College and University

Administration (3 cr.)• U546 Diverse Students on the College Campus (3

cr.)• U547 Professional Development in Student Affairs

(1-7 cr.)• U548 Student Development Theory and Research (3

cr.)• U549 Environmental Theory and Assessment (3 cr.)• U553 The College Student and the Law (2 cr.)• U580 Issues and Problems in Higher Education and

Student Affairs Admin (Capstone) (3 cr.)

Counseling and Counselor Education Requirement (3cr.)Select one G prefix course from the following:

• G502 Professional Orientation and Ethics (3 cr.)• G509 Counseling College Student-Athletes (3 cr.)

• Available at IUB only• G522 Counseling Theories (3 cr.)• G552 Career Counseling-Theory and Practice

(3 cr.)• G575 Multicultural Counseling (3 cr.)• G580 Topical Seminar in Counseling and

Guidance (1-3 cr.)• G584 Asian American Mental Health (3 cr.)

• Available at IUB only

Foundations Requirement (6 cr.)Research (3 cr.)Select one course from the following:

• Y520 Strategies for Educational Inquiry (3 cr.)• P501 Statistical Methods Applied to Education (3 cr.)

History (3 cr.)One course in the history and philosophy of education (H-prefix courses) (3 cr.)

Elective Requirements (12 cr.)Students are required to complete 12 hours of electivecredits. A minimum of three (3) credit hours must becompleted outside the HESA Program (not EDUC-C orEDUC-U courses). Your electives must be approved byyour academic advisor and be aligned with your owninterests in higher education and student affairs.

Optional Thesis Requirement (up to 6 cr.)Students who opt to complete a thesis may have up to 6credit hours subtracted from electives.

Additional Program Requirements• Students must hold an approved graduate

assistantship or full time position for the duration oftheir time in the program.

• No correspondence work or credit from physicalactivity courses may be applied to the master'sdegree.

May 7, 2020 29

• Students interested in the Thesis Option shoulddiscuss this possibility with their advisor as early inthe program as possible.

• A minimum of 12 credit hours must be taken outsidethe HESA major.

• Students with significant full-time work experience inhigher education administration, upon their requestand with advisor approval, may be exempted fromthe practicum field experience. They would still berequired to complete the U547 academic course.

M.S.Ed. in History and Philosophy ofEducationDegree Requirements (36 cr.)

Major Requirements (15 cr.)• H504 History of American Education (3 cr.)• H530 Philosophy of Education (3 cr.)

Nine additional credit hours of H-prefixed courses in theSchool of Education, approved by the program advisor. (9cr.)

Course Work Outside the School of EducationRequirements (9 cr.)Course work must be relevant to the history andphilosophy of education and should be selected inconsultation with the program advisor.

Elective Requirements (12 cr.)Courses must be relevant to the degree and may betaken in the School of Education or outside departments.Elective courses must be approved by the programadvisor.

M.S.Ed. in International andComparative EducationDegree Requirements (36 cr.)

Basic Core Requirements (9 cr.)• H551 Comparative Education I (3 cr.)• H552 Comparative Education II (3 cr.)• H637 Topical Seminar (3 cr.)

Specialized Studies in Educational FoundationsRequirements (9 cr.)Choose two or three of the following courses:

• A630 Economic Dimensions of Education (3 cr.)• H504 History of American Education (3 cr.)• H520 Education and Social Issues (3 cr.)• H525 Anthropology of Education (3 cr.)• H530 Philosophy of Education (3 cr.)• H540 Sociology of Education (3 cr.)• H620 Seminar in Educational Policy Studies (3 cr.)

Or one of the following courses:

• H553 Travel Study (1-6 cr.)• H590 Independent Study or Research in History/

Philosophy/Comparative Education (1-3 cr.)

Concentration Requirements (9 cr.)With the advisor, the student selects three courses thatform a coherent concentration pertinent to the student’sspecific interests in comparative and internationaleducation or the application of comparative methods

to the study of education (for example, African studies,curriculum, East Asian studies, higher education,language education).

Courses in the concentration may be selected from thoseoffered by any appropriate unit in the university, but inplanning the concentration; students are particularlyencouraged to include courses outside the School ofEducation.

Inquiry Requirement (3 cr.)One course in educational inquiry methodology, selectedwith the advisor. These are usually Y-prefix courses inthe School of Education, but they may include approvedinquiry courses outside the School.

Elective Requirements (6 cr.)Should the student choose to complete a master’s thesis,six credits of H599 Master’s Thesis should be taken tomeet the elective requirement. Those who choose not tocomplete a thesis should take elective courses with theconsent of their advisor.

M.S.Ed. in International andComparative Education-EducationalLeadership TrackDegree Requirements (36 cr.)







Concentration Requirements (9 cr.)Choose three courses from the following:

• A500 Introduction to Educational Leadership (3 cr.)• A510 School Community Relations (2-3 cr.)• A515 Educational Leadership: Teacher Development

and Evaluation (3 cr.)• A624 Educational Leadership: Principalship K-12 (3


Leaders (3 cr.)

Inquiry Requirement (3 cr.)One course in educational inquiry methodology, selectedwith the advisor. These are usually Y-prefix courses in

30 May 7, 2020

the School of Education, but they may include approvedinquiry courses outside the School.


M.S.Ed. in International andComparative Education-HigherEducation TrackDegree Requirements (36 cr.)







Concentration Requirements (9 cr.)• C565 Introduction to College and University

Administration (3 cr.)• C655 Higher Education & Public Policy (3 cr.)• U550 Topical Seminar in College Student Personnel:

International Students in US Higher Education (1-3cr.)

Inquiry Requirement (3 cr.)One course in educational inquiry methodology, selectedwith the advisor. These are usually Y-prefix courses inthe School of Education, but they may include approvedinquiry courses outside the School.


Ed.S. in Educational LeadershipDegree Requirements (65 cr.)

Major Requirements (24 cr.)• A600 Problems in Educational Leadership (3 cr.)• A615 Advanced School of Law (3 cr.)• A631 Microeconomic Applications to Education (3

cr.)

• A638 Public School Personnel Management (3 cr.)• A640 Planning Educational Facilities (3 cr.)• A653 The Organizational Context of Education (3

cr.)• A671 Planning and Change in Educational

Organizations (3 cr.) or A672 Moral Dimensions ofLeadership (3 cr.)

• A754 Seminar in Research in EducationalLeadership (3 cr.)

*Please note A675 and A720 can be substituted for one ofthe courses above with advisor approval.


cr.)

Select one course from the following

• Y520 Strategies for Educational Inquiry (3 cr.)• Y535 Evaluation Models and Techniques (3 cr.)• Y635 Methodology of Educational Evaluation (3 cr.)

Elective Requirements (20 cr.)• A560 Political Perspectives of Education (3 cr.)

Course work must be relevant to your program and shouldbe selected in consultation with the program advisor.

Cognate Requirements (9 cr.)The cognate must have integrity in its own right andmust complement the major. The cognate field mustdemonstrate wholeness within itself and contribute to thestudent's overall doctoral program.

Capstone and Practicum Requirements (6 cr.)Select one course for a total of 6 hours from the following:

• A680 Education Specialist Seminar (EducationalLeadership) (3 cr.)

• A795 Dissertation Proposal Preparation (1-3 cr.)• A785 Internship in Educational Leadership (3 cr.)

Ed.D. in Educational LeadershipDegree Requirements (60 cr.)

Major Requirements (27 cr.)• A600 Problems in Educational Leadership (3 cr.)• A615 Advanced School of Law (3 cr.)• A631 Microeconomic Applications to Education (3

cr.)• A638 Public School Personnel Management (3 cr.)• A640 Planning Educational Facilities (3 cr.)• A653 The Organizational Context of Education (3

cr.)• A671 Planning and Change in Educational

Organizations (3 cr.)• A672 Moral Dimensions of Leadership (3 cr.)• A754 Seminar in Research in Educational

Leadership (3 cr.)

*Please note A675 and A720 can be substituted for any ofthe courses above with advisor approval.


cr.)• Y611 Qualitative Inquiry in Education (3 cr.)

May 7, 2020 31


• Y520 Strategies for Educational Inquiry (3 cr.)• Y535 Evaluation Models and Techniques (3 cr.)• Y635 Methodology of Educational Evaluation (3 cr.)


Elective Requirements (6 cr.)• A560 Political Perspectives of Education (3 cr.)• H504 History of American Education (3 cr.)

Dissertation Requirements (9 cr.)• A795 Dissertation Proposal Preparation (3 cr.)• A799 Doctoral Thesis in Educational Leadership (6

cr.)


Ed.D. in Higher EducationDegree Requirements (60 cr.)

Major Requirements (27 cr.)Core Courses (18 cr.)

• C620 Pro Seminar in Higher Education (3 cr.)• C654 Higher Education in the United States (3 cr.)• C664 Higher Education Organization and

Administration (3 cr.)• C788 Seminar in Research in Higher Education*

(Inquiry Linkage) (3 cr.)• *C788 should be taken near the end of

program of study.

Choose at least two courses from the following:

• C655 Higher Education and Public Policy (3 cr.)• C661 Foundations of Institutional Research (3 cr.)• C670 Problems in Financing Higher Education (3 cr.)• C705 Legal Aspects of Higher Education (3 cr.)

Other courses (9 cr.)• C655 Higher Education and Public Policy (3 cr.)• C656 American Community Colleges (3 cr.)• C661 Foundations of Institutional Research (3 cr.)• C670 Problems in Financing Higher Education (3 cr.)• C678 Capstone in Institutional Research (3 cr.)• C680 Philanthropy in Higher Education (3 cr.)• C695 Academic Problems in Higher Education (3 cr.)

• C705 Legal Aspects of Higher Education (3 cr.)• C750 Topical Seminar: variable titles (3 cr.)• U544 Introduction to Student Affairs Work in Higher

Education (3 cr.)• U546 Diverse Students on the College Campus (3

cr.)• U548 Student Development Theory and Research (3

cr.)• U549 Environmental Theory and Assessment in

Higher Education (3 cr.)

The following arranged courses may also count toward themajor requirement:

• C675 Supervised College Teaching (1-3 cr.)• C690 Independent Study in Higher Education (1-3

cr.)• C760 Internship in Administration (1-6 cr.)

Other courses may be included in the major with theapproval of the Advisory Committee.

Inquiry Requirements (9 cr.)Core Inquiry Courses (6 cr.)

• Y535 Evaluation Models and Techniques (3 cr.)

Choose one of the following courses:

• Y521 Methodological Approaches to EducationalInquiry* (3 cr.)


*Although either Y520 or Y521 can meet this requirement,Y521 is highly recommended because it is intended fordoctoral students.

Other Inquiry Courses (3 cr.)• Y525 Survey Research Methodology (3 cr.)• Y527 Educational Assessment and Psychological

Measurement (3 cr.)• Y604 Multivariate Analysis in Educational Research

(3 cr.)

Except for Y521/Y520, approved inquiry core coursesmay be substituted with the approval of the AdvisoryCommittee. Core Inquiry Courses for the School ofEducation shall include all Y-prefixed courses offered inthe School of Education EXCEPT Y500, Y502, Y510,Y590, Y660, Y690, Y795, and Y799.


Elective Requirements (6 cr.)With Advisory Committee approval a student may usecourses from the School of Education or other academic

32 May 7, 2020

areas consistent with the student's particular professionalobjectives.

Y502 Intermediate Statistics Applied to Education (3 cr.)is required as a pre-requisite for the Ed.D., but may betaken post-admission and counted among electives, if ithas not been completed prior to admittance to the Ed.Dprogram. Y502 does not count toward the Inquiry CoreRequirement.

Dissertation Requirements (9 cr.)• C795 Dissertation Proposal Preparation* (3 cr.)

• *C795 should be taken near the end ofprogram of study, after passing the qualifyingexam.

• C799 Doctoral Thesis in Higher Education (6 cr.)

Students are required to design, conduct, and orallydefend an original piece of research. Refer to theGraduate Bulletin checklist of doctoral program milestonesand other program resources for further details.


Additional Program RequirementsFirst-Year ReviewAt the end of the first year (or after 18 credit hours ofcourse work for those not enrolled full time), doctoralstudents must participate in the First-Year Reviewprocess. Instructions for this review can be found on theHESA web site. The advisor will assess performanceto date and future program plans. The focus of thereview is assessing a student’s ability to: 1) clearlyarticulate thoughts and ideas in an organized manner(written and oral), 2) analyze and synthesize researchin order to formulate an opinion or argument, and 3)successfully complete program requirements, includingthe dissertation.

Advisory Committee• Two faculty members from student’s major, one

being the student’s faculty advisor• One faculty member representing student’s minor

Ed.D. ResidencyThe Ed.D. residency can be satisfied by taking either twoconsecutive semesters of nine credits or three consecutivesix-credit hour terms at the Bloomington-Indianapolis corecampus. Dissertation credit hours (C799) or credit hoursin Advanced Research (G901) may not be used to fulfillresidency requirements.

Ph.D. in Higher EducationDegree Requirements (90 cr.)


• C620 Pro Seminar in Higher Education (3 cr.)• C654 Higher Education in the United States (3 cr.)• C664 Higher Education Organization and

Administration (3 cr.)

• C750 Topical Seminar: variable titles (3 cr.)• C750 Topical Seminar: variable titles (3 cr.)

Other Courses in the Major (15 cr.)Select From:

• C655 Higher Education and Public Policy (3 cr.)• C656 American Community Colleges (3 cr.)• C661 Foundations of Institutional Research (3 cr.)• C670 Problems in Financing Higher Education (3 cr.)• C678 Capstone in Institutional Research (3 cr.)• C680 Philanthropy and Higher Education (3 cr.)• C695 Academic Problems in Higher Education (3 cr.)• C705 Legal Aspects of Higher Education (3 cr.)• C750 Topical Seminar: variable titles (3 cr.)• U544 Introduction to Student Affairs Work in Higher

Education (3 cr.)• U546 Diverse Students on the College Campus (3

cr.)• U548 Student Development Theory and Research (3

cr.)• U549 Environmental Theory and Assessment in

Higher Education (3 cr.)• C675 Supervised College Teaching (1-3 cr.)• C690 Independent Study (1-3 cr.)• C760 Internship in Administration (1-6 cr.)


• C788 Seminar in Research in Higher Education*(Inquiry Linkage) (3 cr.)

• C788 should be taken near the end of program ofstudy. This is a course in which research relevant tothe major field of specialization is studied.

In the early inquiry course, a student carries out an actualresearch project, including the collection and analysis ofdata to answer a research question, and the writing of aresearch manuscript.

A course that the instructor designates as providing anearly inquiry experience must meet the following criteria:

1. There must be a written product as a result of the earlyinquiry experience.

2. The product should be suitable for presentation and/orpublication. This can include professional conferences orinstitutional presentations/publications.

3. The syllabus of a Special Topics course will clearlystate the requirements that must be completed to fulfill theearly inquiry experience.

In most cases, the student should (a) take a course withan assignment the instructor designates as fulfilling theearly inquiry experience (including some Topical Seminars[C750] or the Capstone in Institutional Research [C678])or (b) fulfill the requirement through Independent Study(C690).

Inquiry Core Requirements (12 cr.)Core Inquiry Course (3 cr.)

• Y520 Strategies for Educational Inquiry (3 cr.) orY521 Methodological Approaches to EducationalInquiry (3 cr.) *

May 7, 2020 33


Other Inquiry Courses (9 cr.)Three additional inquiry courses approved by the AdvisoryCommittee are required. Core Inquiry Courses forthe School of Education shall include all Y-prefixedcourses offered in the School of Education EXCEPTY500, Y502, Y590, Y660, Y690, Y795, and Y799. A listof approved inquiry courses may be found at https://education.indiana.edu/students/graduates/approved-core-inquiry-courses.html.

Three of the four required inquiry courses above should betaken prior to the qualifying exam.

Minor Requirements (12 cr.)Course work should focus on the research andscholarship of an academic discipline that provides auseful perspective on the study of higher education. Thisperspective often influences the topic or methodologyused in the dissertation. The minor may be any UniversityGraduate School approved minor outside of the HESAprogram.

Alternatively, any twelve credits that form a singleinterdisciplinary minor may be approved by the UniversityGraduate School. For this alternative a faculty memberfrom outside the higher education program (e.g.,Sociology, Law, Educational Inquiry, Educational Policy,and Organizational Studies) must be a member of thestudent’s Advisory Committee. A Minor Justification formmust be submitted and approved by the Graduate StudiesOffice.

Elective or Second Minor Requirements (15 cr.)Fifteen hours can be used to further study an appropriatefield, complete a second minor (minimum of 12 credithours), or gain other professionally relevant knowledge.Excess hours in other sections may reduce the amount ofhours here.

Students are encouraged to enroll in six credit hours thatprovide a breadth of understanding of higher education asa field of study.

With Advisory Committee approval a student may usecourses from other academic areas appropriate toresearch interests and professional objectives.

Dissertation Requirements (15 cr.)• C795 Dissertation Proposal Preparation* (3 cr.)

• C795 should be taken near the end of programof study, after passing the qualifying exam.

• C799 Doctoral Thesis in Higher Education (12 cr.)

Students are required to design, conduct, and orallydefend an original piece of research. Refer to theGraduate Bulletin checklist of doctoral program milestonesand other program resources for further details.

Additional Program RequirementsPre-Requisite

Y502 Intermediate Statistics Applied to Education (3 cr.) orits equivalent is required as a pre-requisite for the Ph.D. If the course has not been taken prior to admittance to the

program, it may be taken post-admission and be countedamong electives.

First Year Review

At the end of the first year (or after 18 credit hours ofcourse work for those not enrolled full time), doctoralstudents must participate in the First-Year Reviewprocess. Instructions for this review can be found on theHESA web site. The advisor will assess performanceto date and future program plans. The focus of thereview is assessing a student’s ability to: 1) clearlyarticulate thoughts and ideas in an organized manner(written and orally), 2) analyze and synthesize researchin order to formulate an opinion or argument, and 3)successfully complete program requirements, includingthe dissertation.Ph.D.

Residency

The Ph.D. residency requirement can be satisfied bytaking two consecutive semesters of nine credits at theBloomington campus. Dissertation credit hours (C799) orcredit hours in Advanced Research (G901) may not beused to fulfill residency requirements.

Ph.D. in History, Philosophy, andPolicy in Education-Specialization inEducation Policy StudiesDegree Requirements (90 cr.)

Major Requirements (36 cr.) Policy Core (18 cr.)Policy Core consists of four cour coures and two additionalcourses.

Core Courses (12 cr.):

• A631 Microeconomic Applications to Education(Note: Y502 is a prerequisite) (3 cr.)

• H605 Educational Policy and Reform (3 cr.)• H620 Seminar in Education Policy Studies (3 cr.)• H622 Seminar: Issues in Education Policy (3 cr.)

Select two courses from the following (6 cr.):

• A560 Political Perspectives of Education (3 cr.)• H504 History of American Education (3 cr.)• H510 Methodology of Educational Inquiry (3 cr.)• H525 Anthropology of Education (3 cr.)• H540 Sociology of Education (3 cr.)• H560 Education and Change in Societies (3 cr.)• H631 Social and Political Philosophy and Education

(3 cr.)• H637 Topical Seminar: Appropriate Topic (3 cr.)

Policy Context (12 cr.)Policy Context provides students with an understandingof the particular contexts and institutions that make andare affected by education policy. Students can select fromfour concentrations. Individual concentrations must haveintegrity and be accompanied by a justification on the e-POS.

Higher Education Concentration

• C655 Higher Education and Public Policy (3 cr.)




34 May 7, 2020

Select three courses from the following:

• C654 Higher Education in the U.S. (3 cr.)• C661 Foundations of Institutional Research (3 cr.)• C664 Higher Education Organization and

Administration (3 cr.)• C680 Philanthropy and Higher Education (3 cr.)• C695 Academic Problems in Higher Education (3 cr.)• C750 Topical Seminar (appropriate topic) (1-6 cr.)

Educational Leadership Concentration

Select four course from the following:

• A500 Introduction to Educational Leadership (3 cr.)• A560 Political Perspectives (3 cr.)• A608 Legal Perspectives (3 cr.) or A615 Advanced

School Law (1-3 cr.)• A629 Data-Driven Decision Making (3 cr.)• A653 The Organizational Context of Education (3

cr.)• A670 Topical Seminar (with advisor approval) (1-3

cr.)• A671 Planning and Change (3 cr.)• A672 Moral Dimensions of Leadership (3 cr.)• A675 Leadership in Special Education (3 cr.)• A720 Foundations of Research (1-3 cr.)

International and Comparative Education Concentration

• H551 Comparative Education I (3 cr.)• H552 Comparative Education II (3 cr.)• Select two courses from the following (6 cr.):• H637 Topical Seminar (appropriate topic) (3 cr.) May

be taken more than once.

Law Concentration


• A600 Problems in Educational Leadership (LegalResearch)

• A608 Legal Perspectives• A615 Advanced School Law• A675 Leadership in Special Education

As part of their policy context concentrations, studentsmay include one of the following courses even thoughits originating program is different from their chosenconcentration:

• A653 Organizational Context of Education (3 cr.)• C655 Higher Education Policy (3 cr.)• H551 Comparative Education I (3 cr.)

Inquiry in the Major (6 cr.)Inquiry in the Major consists of a Directed Research and aLinkage Course.

Directed Research


• A590 Independent Study in Educational Leadership(for pre-dissertation research) (3 cr.)

• H590 Independent Study or Research in History,Philosophy, and Comparative Education (3 cr.)

• A600 Problems in Educational Leadership: LegalResearch Methods

• A678 Institutional Research Capstone (3 cr.)• C690 Independent Study in Higher Education (3 cr.)• C750 Topical Seminar (with advisor approval) (3 cr.)

Or any other course approved by your advisor thatenables you to plan and execute the early inquiry project

Linkage course

The course taken to fulfill the linkage course requirementmay not duplicate any course taken to fulfill otherrequirements of the major.


• A608 Legal Perspectives on Education (3 cr.)• A754 Seminar in Research (3 cr.)• C788 Seminar in Research in Higher Education (3

cr.)• H504 History of American Education (3 cr.)• H525 Anthropology of Education (3 cr.)• H530 Philosophy of Education (3 cr.)• H540 Sociology of Education (3 cr.)• H552 International/Comparative Education II (3 cr.)• H601 Historical Inquiry in Education (3 cr.)

The course taken to fulfill the directed research andlinkage course requirements may not duplicate any coursetaken to fulfill other requirements of the major.

Inquiry Requirements (12 cr.)• H510 Methodology of Educational Inquiry (3 cr.) or

Y521 Methodological Approaches to EducationalInquiry (3 cr.)

• Y502 Intermediate Statistics Applied to Education (3cr.) or other approved beginning/intermediate coursein quantitative analysis (3 cr.)

• Y611 Qualitative Inquiry in Education (3 cr.) or Y612Critical Qualitative Inquiry I (3 cr.)

• Other approved beginning/intermediate course inqualitative analysis (3 cr.)

• One approved intermediate/advanced researchmethods course appropriate to the planneddissertation with advisor approval (3 cr.)

Minor Requirements (12 cr.)The concepts and strategies of policy study are drawnfrom the full range of social sciences, humanities, andprofessional studies. Fields most likely to be chosen forthe minor include sociology, anthropology, economics,philosophy, political science, business, law, history,geographic area studies, and public and environmentalaffairs. Students are strongly encouraged to take minorsoutside the School of Education, however, minors mayalso come from within the School of Education. All minorsmust have the approval of the advisor.

Elective Requirements (6 cr.)A minimum of 6 semester hours but normally 15 semesterhours. The multidisciplinary nature of policy studies andthe potentially broad range of students' research interestsand career plans imply a need for flexibility in students'programs of studies. The program will, therefore, enablestudents to tailor their electives in consultation with theirAdvisory Committees.

Courses in policy-relevant fields selected in consultationwith the Advisory Committee.

May 7, 2020 35

May be used for a second minor.

Dissertation Requirements (15 cr.)• A/C/H795 Dissertation Proposal Preparation (3 cr.)• A/C/H799 Doctoral Thesis in Educational Leadership

(A)/Higher Education (C)/History of Philosophy ofEducation (H) (12 cr.)

Ph.D. in History, Philosophy, andPolicy in Education-Specialization inHistory of EducationDegree Requirements (90 cr.)


• H504 History of American Education (3 cr.)• H530 Historical Inquiry in Education (3 cr.)• H601 Historical Inquiry in Education (3 cr.)• H637 Topical Seminar in History of Education (3 cr.)

Additional Courses in Major (18 cr.)Chosen with advisory committee.

Inquiry Linkage and Early Inquiry Experience in theMajor (6 cr.)At least 6 credit hours must be in inquiry linkage courses,including an early inquiry experience. Your advisorycommittee must review and approve at least one ofyour papers produced in the Inquiry Seminar to assistin the faculty's assessment of your progress in theresearch program. The major program allows for tutorialor independent study, which enables you to deepenyour knowledge in areas of special interest or explore acomplementary topic.

Inquiry Requirements (9 cr.)The inquiry core includes a survey course in researchmethodologies and beginning courses in statistics,measurement, program evaluation, or in ethnographic,qualitative, quantitative, and historical research methods.This requirement is designed to ensure that you acquirethe general skills of historical inquiry and the specificskills necessary for inquiry in the history of education.At least three courses must be selected outside themajor and approved by your advisory committee. A listof approved inquiry courses may be found at: https://education.indiana.edu/students/graduates/approved-core-inquiry-courses.html.

Minor Requirements (12 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are normally formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is also possible. Interdisciplinaryor individualized minors require a written description ofthe minor's underlying theme along with a rationale foreach course's contribution to that theme through the MinorJustification form. This form should be submitted andapproved by the Graduate Studies Office prior to enrollingin the minor courses. Major area courses may not be usedin the minor.

Elective or Second Minor Requirements (6-18 cr.)A minimum of 6 credits hours of electives must be taken,although you may exceed that total up to 18 credits with

the approval of the advisory committee. You may choosea second minor field, which requires a minimum of 12hours. All electives and courses for a second minor mustbe approved by the advisory committee.

Dissertation Requirements (15 cr.)• H795 Dissertation Proposal Preparation (3 cr.)• H799 Doctoral Thesis in History of Philosophy of

Education (12 cr.)

Ph.D. in History, Philosophy, andPolicy in Education-Specialization inPhilosophy of EducationDegree Requirements (90 cr.)


• H504 History of American Education (3 cr.)• H530 Philosophy of Education (3 cr.)

Philosophy of Education and Other Foundations(12-15 cr.)12-15 credit hours of education courses with an H- prefix,selected in consultation with the advisory committee

Philosophy (9-12 cr.)9-12 credit hours of courses in philosophy, history andphilosophy of science, political science, religious studies,or other relevant departments, selected in consultationwith the advisory committee

NOTE: The course work for the philosophy of education/foundations and philosophy requirements must total 24credit hours in order that the completed course work in themajor totals the required 36 credit hours.

Inquiry in the Major (6 cr.)Inquiry in the Major consists of a Directed Research and aLinkage Course.

Directed Research:

• H590 Independent study (for pre-dissertationresearch) (3 cr.)

Linkage Course

Select one:

• H590 Independent study (3 credits for finaldissertation proposal preparation) (3 cr.)

• H750 Topical Inquiry Seminar in History of Education(3 cr.)


Inquiry

Select two courses from the following (in consultation withthe advisory committee):

• H510 Foundations of Educational Inquiry (3 cr.)• H601 Historical Inquiry in Education (3 cr.)• Y502 Intermediate Statistics Applied to Education (3

cr.)• Y611 Qualitative Inquiry in Education (3 cr.)• Y750 Topical Seminar in Educational Inquiry

Methodology (3 cr.)




36 May 7, 2020

Or in specific cases other courses from the Schoolof Education's approved list of inquiry courses withpermission of the advisory committee. A list ofapproved inquiry courses may be found at https://education.indiana.edu/students/graduates/approved-core-inquiry-courses.html.


Elective Requirements (18 cr.)Courses in fields relevant to philosophy of educationselected in consultation with the advisory committee tobring overall hours to 75.

Dissertation Requirements (15 cr.)• H795 Dissertation Proposal Preparation (3 cr.)• H799 Doctoral Thesis in History of Philosophy of

Education (12 cr.)

Ed.D. Minor in College PedagogyMinor Requirements (9 cr.)

Core Courses (6-9 cr.)• C675 Supervised College Teaching* (1-3 cr.)• C750 Topical Seminar: Curriculum in Higher

Education (1-6 cr.)• C750 Topical Seminar: Learning and Teaching on

the College Campus (1-6 cr.)

*A course on teaching or teaching practicum within thestudent’s department may be substituted to fulfill thisrequirement, but if so, an additional elective must be takenso that all 9 credits for the minor are out of department. Students using this option would be taking 12 credits forthe minor, 3 in department and 9 in Higher Education andStudent Affairs.

Additional Course (0-3 cr.)If all three required courses are taken, no elective coursesare needed. If a student does not need to take C675, thestudent needs to take one elective course.

The doctoral minor in College Pedagogy does not requirea minor qualifying exam.

Ph.D. Minor in College PedagogyMinor Requirements (12 cr.)

Core Courses (9 cr.)• C675 Supervised College Teaching* (1-3 cr.)• C750 Topical Seminar: Curriculum in Higher

Education (1-6 cr.)• C750 Topical Seminar: Learning and Teaching on

the College Campus (1-6 cr.)

*A course on teaching or teaching practicum within thestudent’s department may be substituted to fulfill thisrequirement, but if so, an additional elective must be takenso that all 12 credits for the minor are out of department. Students using this option would be taking 15 credits forthe minor, 3 in department and 12 in Higher Education andStudent Affairs.

Additional Course (3-6 cr.)If all three required courses are taken, one elective courseis needed. If a student does not need to take C675, thestudent needs to take two elective courses.

The doctoral minor in College Pedagogy does not requirea minor qualifying exam

Ph.D. Minor in Education LawMinor Requirements (12 cr.)

Core Courses (9 cr.)• A608 Legal Perspectives on Education (3 cr.)• A615 Advanced School Law (3 cr.)• A675 Leadership in Special Education (3 cr.)

Additional Course (3 cr.)Selected in consultation with the advisory committee.

One relevant course (e.g., H520, H504, U553, C705,A720) from other departments or programs may becounted as education law courses at the discretion of theminor advisor, though no more than one such course maybe counted toward the 12 credit minimum.

The doctoral minor in Education Law does not require aminor qualifying exam.

Ph.D. Minor in Education PolicyStudiesMinor Requirements (12 cr.)

Core Courses (6 cr.)• H605 Educational Policy and Reform (3 cr.)

And one of the following:

• H620 Seminar in Educational Policy Studies (3 cr.)• H622 Seminar: Issues in Education Policy (3 cr.)

Additional Courses (6 cr.)Students pursuing this minor select two additional coursesthat help to acquaint them with fundamental areas relevantto policy studies: the context of policy, the politics of thepolicy process, the legal and financial aspects of policy,and topical issues courses.

Select two courses from the following:

• A560 Political Perspectives on Education (3 cr.)• A608 Legal Perspectives on Education (3 cr.)• A631 Microeconomic Applications of Education (3

cr.)• C670 Problems in Financing Higher Education (3 cr.)• C705 Legal Aspects of Higher Education (3 cr.)• H504 History of American Education (3 cr.)• H525 Anthropology of Education (3 cr.)• H540 Sociology of Education (3 cr.)• H560 Education and Social Change (3 cr.)




May 7, 2020 37

• H631 Social and Political Philosophy and Education(3 cr.)

• H637 Topical Seminar (3 cr.)

Courses selected for the minor may not be used to meetsubstantive core requirements, and may not be from thestudent’s primary field of specialization.

The doctoral minor in Education Policy Studies does notrequire a minor qualifying exam.

Ed.D. Minor in EducationalLeadershipMinor Requirements (9 cr.)

Ed.D. students may minor in Educational Leadership bycompleting at least 9 credit hours of coursework in theprogram. Each minor student works with a faculty advisorfrom the program to help in the selection of three A-prefixcourses that best contributes to the educational goals ofthe student. It is recommended that students try to includecourses at the 600-level.

The doctoral minor in Educational Leadership does notrequire a minor qualifying exam.

Ph.D. Minor in EducationalLeadershipMinor Requirements (12 cr.)

Ph.D. students may minor in Educational Leadership bycompleting at least 12 credit hours of coursework in theprogram. Each minor student works with a faculty advisorfrom the program to help in the selection of four A-prefixcourses that best contributes to the educational goals ofthe student. It is recommended that students try to includecourses at the 600-level.

The doctoral minor in Educational Leadership does notrequire a minor qualifying exam.

Ph.D. Minor in Higher EducationMinor Requirements (12 cr.)

Ph.D. students may minor in Higher Education andStudent Affairs by completing at least 12 credit hours ofcoursework in the program. Each minor student works witha faculty advisor from the program to help in the selectionof a set of courses that best contributes to the educationalgoals of the student. No more than 6 credit hours willbe accepted by transfer of graduate credit from anotheruniversity.

The doctoral minor in Higher Education does not require aminor qualifying exam.

Ph.D. Minor in International andComparative EducationMinor Requirements (12 cr.)

Core Courses (6 cr.)• H551 Comparative Education I (3 cr.)


• H552 Comparative Education II (3 cr.)• H637 Topical Seminar (3 cr.)

Additional Courses (6 cr.)Select two courses from the following:

• H525 Anthropology of Education (3 cr.)• H540 Sociology of Education (3 cr.)• H552 Comparative Education II (if not taken in the

core) (3 cr.)• H560 Education and Change in Societies (3 cr.)• H620 Seminar in Educational Policy Studies (3 cr.)• H631 Social and Political Philosophy and Education

(3 cr.)• H637 Topical Seminar (if not taken in the core) (3

cr.)

At least one of the four total courses must be at the 600level.

The doctoral minor in International and ComparativeEducation does not require a minor qualifying exam.

Ph.D. Minor in Philosophy ofEducationMinor Requirements (12 cr.)

Educational Foundations Core (6 cr.)• H530 Philosophy of Education (3 cr.)

One other 500-level H-course in the School of Educationapproved by the advisor for the minor (3 cr.)

For most students, the second foundations core courseshould be:

• H504 History of American Education (3 cr.)

For students whose Ph.D. major already includes H504,the second foundations core course may be:

• H510 Foundations of Educational Inquiry (3 cr.)• H525 Anthropology of Education (3 cr.)• H540 Sociology of Education (3 cr.)• H560 Education and Change in Societies (3 cr.)

In special circumstances, the advisor for the minor mayapprove a substitution for the second foundations corecourse, such as an additional 600-level H-course in thephilosophy of education taught in the School of Educationbeyond what is required for the philosophy of educationspecialization.

Philosophy of Education (6 cr.)In most instances, the specialization will consist of two600-level H-courses in the philosophy of education taughtin the School of Education.

In special circumstances, the advisor for the minor mayapprove the substitution for one of the two Philosophyof Education courses a relevant graduate course inphilosophy taught in the Philosophy Department or a 500-level H-course in the philosophy of education taught in theSchool of Education.

In all cases, the student must complete at least one 600-level H-course in the philosophy of education taught in theSchool of Education.

The doctoral minor in Philosophy of Education does notrequire a minor qualifying exam.

38 May 7, 2020

Ph.D. Minor in Social Foundations ofEducationMinor Requirements (12 cr.)

Core Courses (6 cr.)Select two courses from the following:

• H510 Foundations of Educational Inquiry (3 cr.)• H525 Anthropology of Education (3 cr.)• H540 Sociology of Education (3 cr.)

Additional Courses (6 cr.)Select two courses from the following:

• A631 Microeconomic Applications of Education (3cr.)

• H510 Foundations of Educational Inquiry (3 cr.)• H525 Anthropology of Education (3 cr.)• H540 Sociology of Education (3 cr.)• H551 Comparative Education I (3 cr.)• H552 Comparative Education II (3 cr.)• H560 Education and Change in Societies (3 cr.)• H620 Seminar in Educational Policy Studies (3 cr.)• H637 Topical Seminar (3 cr.)• Y611 Qualitative Inquiry in Education (3 cr.)

The doctoral minor in Social Foundations of Educationdoes not require a minor qualifying exam.

Ed.D. Minor in Education LawMinor Requirements (9 cr.)

With advisor approval select three of the following fiveeducation law courses:

• A608 Legal Perspectives on Education (3 cr.)• A615 Advanced School Law (3 cr.)• A675 Leadership in Special Education (3 cr.)• A670 Topical Seminar in Educational Leadership (3

cr.)• A710 Research in School Law (3 cr.)

The doctoral minor in Education Law does not require aminor qualifying exam.

M.S.Ed. in International andComparative Education (Online)Degree Requirements (30 cr.)

Basic Core Requirements (9 cr.)• H551 Comparative Education I (3 cr.)• H552 Comparative Education II (3 cr.)• H626 Global Education Policy and Reform (3 cr.)

Social Foundations of Education Requirements (9 cr.)Choose two or three of the following courses:

• H504 History of American Education (3 cr.)• H520 Education and Social Issues (3 cr.)• H525 Anthropology of Education (3 cr.)• H530 Philosophy of Education (3 cr.)• H540 Sociology of Education (3 cr.)

Select one more additional course above or three creditsfrom the following courses:

• H553 Travel Study (1-6 cr.)

• H590 Independent Study or Research in History/Philosophy/Comparative Education (1-3 cr.)

• H625 (1-3 cr.) Practicum in Education Policy Studies

Concentration Requirements (9 cr.)9 credits in a professional, academic, or regionalconcentration. With the advisor, the student selects threecourses that form a coherent concentration pertinentto the student’s specific interests in comparative andinternational education.

Inquiry Requirement (3 cr.)One course in educational inquiry methodology, usuallyY520, selected with the advisor.

Certificate in Improvement Science(online)Certificate Requirements (12 cr.)

• A600 Problems in Educational Leadership (3 cr.)• A629 Data-Informed Decision Making for School

Leaders (3 cr.)• A671 Planning and Change in Educational

Organizations (3 cr.)• A695 Practicum in Educational Leadership or A785

Internship in Educational Leadership (3 cr.)

Instructional SystemsTechnologyWe improve human learning and performance in diversecontexts. First established in the 1940s as the Departmentof Audio-Visual Instruction, the Department of InstructionalSystems Technology now takes a holistic look at howto improve teaching and learning for all ages across allsegments of society through the study and design oflearning environments and strategies.

We believe instructional materials and assessment toolsmust support the way that people acquire, process, andshare information. This philosophy, combined with thedeep and varied experiences of our faculty, enables usto give students the best possible preparation for work inthe field of instructional systems technology. Here, facultyand students observe and analyze learning environments,evaluate the effectiveness of different strategies forlearning, and research which technologies-analog, digital,and conceptual-can make those environments andstrategies more powerful.

Certificate in Adult Education(Online)Certificate Requirements (15 cr.)

Core Requirements (12 cr.)• D500 Introduction to Adult Education Theory (3 cr.)• D505 Adult Learning through the Lifespan (3 cr.)• D506 Adult Education Planning and Development (3

cr.)• D512 Forms and Forces in Adult Education (3 cr.)

Elective Requirement (3 cr.)Select one of the following courses:

May 7, 2020 39

• D523 Small Group Theory in Adult Education (3 cr.)• D525 Introduction to Distance Education Systems (3

cr.)• D600 The Teaching Learning Transaction in Adult

Education (3 cr.)• Or three graduate credit hours outside of Adult

Education. Specific course selection must have theapproval of your academic advisor.

Certificate in Instructional SystemsTechnology (Online)Certificate Requirements (15 cr.)

Core Requirements (12 cr.)• R511 Instructional and Performance Technologies

Foundations (3 cr.)• R521 Design and Development of Instructional and

Performance Interventions (3 cr.)• R541 Instructional Development and Production:

Design Thinking (3 cr.) or R547 Computer MediatedLearning (3 cr.)

• R561 Evaluation of Instructional and PerformanceImprovement Systems (3 cr.)

Elective Requirement (3 cr.)Three graduate credits selected from IST (R) courses withthe exception of workshop courses unless approved byadvisor.

M.S.Ed. in Adult Education (Online)Degree Requirements (36 cr.)

Major Requirements (21 cr.)• D500 Introduction to Adult Education Theory (3 cr.)• D505 Adult Learning through the Lifespan (3 cr.)• D506 Adult Education Planning and Development (3

cr.)• D512 Seminar in Forms and Forces of Adult

Education (3 cr.)• D521 Participation Training (3 cr.)• D525 Introduction to Distance Education Systems in

Adult Education (3 cr.)• D640 Capstone Seminar in Adult Education (3 cr.)

Elective Requirements (15 cr.)Required Electives (9 cr.)

• Y520 Strategies for Educational Inquiry (3 cr.)• At least 6 credit hours in addition to Y520 must be

from outside Adult Education

Additional Electives (6 cr.)Choose from additional Adult Education courses and otherrelated fields to support your overall career goals. Electivecourses need to be selected in consultation with youracademic advisor. Core and elective courses should forman integrated program to support your professional goals.

M.S.Ed. in Instructional SystemsTechnology (Online)Degree Requirements (36 cr.)

Major Requirements (15 cr.)• R511 Instructional and Performance Technologies

Foundations (3 cr.)

• R521 Design and Development of Instructional andPerformance Interventions (3 cr.)

• R541 Instructional Development and Production:Design Thinking (3 cr.)

• R561 Evaluation of Instructional and PerformanceImprovement Systems (3 cr.)

• R621 Analysis for Instructional & PerformanceImprovement (3 cr.)

Specialization Electives (12 cr.)Options here include all IST master’s program coursesthat are available online. Additionally, students with afocus on adult education, learning science or other relatedarea may take up to 6 credits from such an area withapproval of the advisor, providing that these courses areavailable online. R686 Internship in Instructional Design isnot required but is permissible.

Outside Electives (9 cr.)Select one course from the following (depending upon thestudent’s professional goals):

• D505 Adult Learning through the Lifespan (3 cr.)• P540 Learning and Cognition in Education (3 cr.)

Other electives may be strongly recommended by theadvisor based on student’s goals.

Requirement for GraduationOnline students may opt to take the R505 ProfessionalPortfolio, in which case it counts as a SpecializationElective. They may, alternatively, elect to complete theportfolio independently with guidance from an advisorand not receive course credit. In this case the departmentverifies completion of the portfolio requirement.

M.S.Ed. in Instructional SystemsTechnology (Residential)Degree Requirements (36 cr.)

Core Requirements (12 cr.)• R511 Instructional and Performance Technologies

Foundations (3 cr.)• R521 Design and Development of Instructional and

Performance Interventions (3 cr.)• R561 Evaluation of Instructional and Performance

Improvement Systems (3 cr.)• R621 Analysis for Instructional & Performance

Improvement (3 cr.)

Studio and Capstone Requirements (12 cr.)• R541 Instructional Development and Production

Process I (3 cr.)• R641 Instructional Development and Production

Process II (3 cr.)• R641 Instructional Development and Production

Process II (3 cr.)• R741 Instructional Development and Production

Process III (3 cr.)

Major Elective Requirement (3 cr.)One additional Instructional Systems Technology (R)courses, including W505 Portfolio with the exception ofworkshop courses.

40 May 7, 2020

Outside Elective Requirements (9 cr.)Must be graduate-level courses outside the InstructionalSystems Technology program, selected in consultationwith the student’s academic advisor.

Requirement for GraduationProfessional portfolio developed for the review of thedepartmental Portfolio Committee. Residential studentscomplete the portfolio independently with guidance froman advisor and do not receive course credit unless R505Professional Portfolio in Instructional Systems Technologyhas been approved by the advisor as a Major Elective.

Online CoursesWith the approval of the department, online courses maybe included in the program with preference for 3 creditsor fewer to be taken online. See Masters Policies forinformation on limitations of online coureses used for non-online degrees.

Ed.S. in Education-InstructionalSystems Technology TrackDegree Requirements (65 cr.)

Major Requirements (24 cr.)Options here include all IST graduate courses, asapproved by the student’s advisory committee.

Inquiry Requirements (6 cr.)• Y520 Strategies for Educational Inquiry (3 cr.)

Select one course from the approved Inquiry Course list.(3 cr.)


Students are allowed to make course substitutions inaccordance with the inquiry policy, as approved by thestudent’s advisory committee.

Cognate Requirements (9 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are normally formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is also possible. Interdisciplinaryor individualized minors require a written description ofthe minor's underlying theme along with a rationale foreach course's contribution to that theme through the MinorJustification form. This form should be submitted andapproved by the Graduate Studies Office prior to enrollingin the minor courses. Major area courses may not be usedin the minor.

Elective Requirements (26 cr.)Elective courses must be approved by the advisorycommittee. They must be relevant to the program. Theelectives category may be used to add to the major,research/inquiry, or minor components.

Examination/Capstone ProjectA substantial project or a comprehensive examinationconstitutes the culmination of the Ed.S. program. A projectnormally requires a written manuscript describing the

project. A final meeting of the advisory committee isrequired, at which time the student's entire program,including the project manuscript or comprehensiveexamination results, are reviewed.

Ed.D. in Instructional SystemsTechnology (Online)Degree Requirements (60 cr.)

Major Requirements (30 cr.)IST Doctoral Core (6 cr.)

• R690 IST Early Research Experience (3 cr.)• R711 IST Doctoral Readings (3 cr.)

Other IST Courses (24 cr.)Options here include all IST graduate courses offered inan online format, as approved by the student’s doctoraladvisory committee.

Inquiry Requirements (9 cr.)• Y502 Intermediate Statistics (3 cr.)• Y520 Strategies for Educational Inquiry (3 cr.)• Y611 Qualitative Inquiry in Education (3 cr.)

Students are allowed to make course substitutions inaccordance with the inquiry policy, as approved by thestudent’s doctoral advisory committee.

Foundation Requirement (3 cr.)Select one course from the following:

• D505 Adult Learning through the Lifespan (3 cr.)• P540 Learning and Cognition in Education (3 cr.)

Minor Requirements (9 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are normally formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is also possible. Interdisciplinaryor individualized minors require a written description ofthe minor's underlying theme along with a rationale foreach course's contribution to that theme through the MinorJustification form. This form should be submitted to andapproved by the Graduate Studies Office prior to enrollingin the minor courses. Major area courses may not be usedin the minor.

Dissertation Requirements (9 cr.)• R795 Dissertation Proposal Preparation (3 cr.)• R799 Doctoral Dissertation in Instructional Systems

Technology (6 cr.)

IST Colloquium or IST ConferenceWhile course work is delivered primarily online, studentswill be required to attend at least one IST Colloquium orIST conference on the Bloomington campus.

Ph.D. in Instructional SystemsTechnologyDegree Requirements (90 cr.)

Major Requirements (42 cr.)Instructional Systems Technology Core (18 cr.)

• R690 Application of Research Methods toInstructional Systems Technology (3 cr.)




May 7, 2020 41

• R695 Topical Inquiry Seminar in InstructionalSystems Technology (3 cr., take four times for a totalof 12 cr.)

• R711 Readings in Instructional Technology (3 cr.)

Instructional Systems Technology Electives (24 cr.)Options here include all Instructional Systems Technologygraduate courses, as approved by the student’s doctoraladvisory committee.


cr.)• Y521 Methodological Approaches to Educational

Inquiry (3 cr.)• Y611 Qualitative Inquiry in Education (3 cr.)

Students are allowed to make course substitutionsin accordance with the inquiry policy, as approvedby the student’s doctoral advisory committee. A listof approved inquiry courses may be found at https://education.indiana.edu/students/graduates/approved-core-inquiry-courses.html.


Foundation Requirements (6 cr.)Options here include any School of Education coursesoutside of IST. These courses typically are in the areas ofeducational psychology and educational foundations.

Elective Requirements (6 cr.)Options here include any graduate-level courses approvedby the student’s doctoral advisory committee.

Dissertation Requirements (15 cr.)• R795 Dissertation Proposal Preparation (3 cr.)• R799 Doctoral Dissertation in Instructional Systems

Technology (12 cr.)

Ph.D. Minor in Adult EducationMinor Requirements (12 cr.)

Select three courses from the following:

• D500 Introduction to Adult Education Theory (3 cr.)• D505 Adult Learning through the Lifespan (3 cr.)• D506 Adult Education Planning and Development (3

cr.)• D512 Seminar in Forms and Forces in Adult

Education (3 cr.)

Select at least one course from the following:

• D600 Seminar in Teaching-Learning Transaction inAdult Education (3 cr.)

• D625 Topical Seminar in Adult Education (3 cr.)

One relevant course(s) from other departments orprograms may be counted as adult education courses atthe discretion of the minor advisor, though no more thanone such course may be counted toward the 12 creditminimum.

The doctoral minor in Adult Education does not require aminor qualifying exam.

Ph.D. Minor in Instructional SystemsTechnologyMinor Requirements (12 cr.)


Three additional courses in Instructional SystemsTechnology (9 cr.). Options here include all InstructionalSystems Technology courses, as approved by thestudent’s doctoral advisory committee.

The doctoral minor in Instructional Systems Technologydoes not require a minor qualifying exam.

Ed.D. Minor in Adult EducationMinor Requirements (9 cr.)

• D505 Adult Learning through the Lifespan (3 cr.)• D512 Seminar in Forms and Forces in Adult

Education (3 cr.)

Select at least one course from the following:

• D600 Seminar in Teaching-Learning Transaction inAdult Education (3 cr.)

• D625 Topical Seminar in Adult Education (3 cr.)

Other advanced adult education electives may beapproved by the advisor.

The doctoral minor in Adult Education does not require aminor qualifying exam.

Ed.D. Minor in Instructional SystemsTechnologyMinor Requirements (9 cr.)


Two additional courses in Instructional SystemsTechnology (6 cr.). Options here include all InstructionalSystems Technology courses, as approved by thestudent’s doctoral advisory committee.

The doctoral minor in Instructional Systems Technologydoes not require a minor qualifying exam.

Literacy, Culture, andLanguage EducationStudents come to IU from all over the world to learn, toteach, and to conduct research in English as a SecondLanguage, English as a Foreign Language, English/language arts, reading, and content literacy. Facultymembers are engaged in international research projectsthat improve understanding of literacy and languageeducation.




42 May 7, 2020

Examples of current faculty projects include:

• teaching English as a second language inAfghanistan

• studying literacy in Rwanda• preserving and revitalizing indigenous languages in

the Americas• training teachers in Puerto Rico and China• observing how children in Singapore develop critical

reading skills on the Web• critiquing children's and young adult literatures from

around the world

Others concentrate on issues of linguistic and culturaldiversity issues in the United States, supporting teacherswho want to narrow the achievement gap, and supportingstudents whose literacy skills and cultural resourcesdo not mirror those expected in schools. Our studiesrecognize rapidly dynamic literacies with expandingtechnologies that enable digital storytelling and networkedconnectivity through mobile apps, video games, and socialmedia.

Certificate in Children's and YoungAdult LiteratureCertificate Requirements (12 cr.)

• L631 Multicultural and International Literature forChildren and Young Adults (3 cr.). Offered in Fall inodd numbered years

• L641 Contemporary Issues in Children’s and YoungAdult Literature (3 cr.). Offered in Fall in evennumbered years

Choose two of the following courses:

• L508 Teaching Young Adult Literature in a DiverseSociety for Graduate Level Pre-service EnglishTeachers (3 cr.) OR L535 Teaching Adolescent/Young Adult Literature (3 cr.)

• L559 Trade Books in Elementary Classrooms (3 cr.)• L651 Topics in Children’s and Young Adult Literature

(3 cr.)• L661 Latino/a Children and Young Adult Literature (3

cr.)• L630 Topics in Literacy, Culture, and Language

Education/L750 Research Seminar in Literacy,Culture and Language Education (offeredoccasionally with a specific emphasis in children’sand young adult literature), if applicable (3 cr.).

Certificate in English as a ForeignLanguage (EFL)/English as a SecondLanguage (ESL) Teacher Prep(Online)Certificate Requirements (12 cr.)

• L525 Practicum in Literacy, Culture, and LanguageEducation (3 cr.)

• L540 ESL/EFL Instruction and AssessmentApproaches (3 cr.)

• L547 Language Policy and Planning (3 cr.)


• A515 Educational Leadership: Teacher Developmentand Evaluation (3 cr.)

• L546 Mentorship and Literacy Coaching of EFL/ESLTeachers (3 cr.)

Certificate in English as a ForeignLanguage (EFL)/English as a SecondLanguage (ESL) Teaching (Online)Certificate Requirements (12 cr.)

• L525 Practicum in Literacy, Culture, and LanguageEducation (3 cr.)

• L539 Language Foundations for ESL/EFL Teachers(3 cr.)

• L540 ESL/EFL Instruction and AssessmentApproaches (3 cr.)


• L543 Teaching English in K-12 Classrooms in GlobalContexts (3 cr.)

• L544 Computer Assisted Language Learning (3 cr.)

M.S.Ed. in Literacy, Culture, andLanguage Education (Online orResidential)Degree Requirements (36 cr.)

Major Requirements (15 cr.)• L500 Instructional Issues in Language Education (3

cr.)• L605 Capstone in Literacy, Culture, and Language

Education (3 cr.)

Choose three additional Literacy, Culture, and LanguageEducation (L) courses (9 cr.)

Foundation Requirements (6 cr.)Foundation courses consist of inquiry and substantivecore courses.

Inquiry Courses (3 cr.)Select one course from the following:


Or another similar inquiry course from the approved list ofinquiry courses, with advisor approval

A list of approved inquiry courses may be found at theGraduate Student Portal.

Substantive Core (3 cr.)Select one course from the following:

• A600 Problems in Educational Leadership (1-3 cr.)• A608 Legal Perspectives on Education (3 cr.)• E535 Elementary School Curriculum (3 cr.)• H504 History of American Education (3 cr.)• H520 Education and Social Issues (3 cr.)• H525 Anthropology of Education (3 cr.)• H530 Philosophy of Education (3 cr.)• H540 Sociology of Education (3 cr.)• J630 Curriculum Theory and Practice (3 cr.)• J636 Educational Futures/Curriculum (3 cr.)• P510 Psychology in Teaching (3 cr.)• P515 Child Development (3 cr.)

May 7, 2020 43

• P516 Adolescent Development (3 cr.)• P540 Learning and Cognition in Education (3 cr.)• P550 Cognition and Semiotics (3 cr.)• S503 Secondary School Curriculum (3 cr.)

Elective Requirements (15 cr.)Six credit hours of coursework must be taken outsideof the Department of Literacy, Culture and LanguageEducation in consultation with your academic advisor.

Ed.S. in Education-Literacy, Culture,and Language Education TrackDegree Requirements (65 cr.)

Required Course (3 cr.)• L600 Issues in Literacy, Culture, and Language

Education (3 cr.)

Basic Courses Requirement (12 cr.)Basic courses consist of inquiry and substantive corecourses.

Inquiry (3 cr.)Select one course from the approved Inquiry Course list.(3 cr.)

A list of approved inquiry courses may be found at theGraduate Student Portal.

Substantive Core (9 cr.)Select 9 hours from:

• A600 Problems in Educational Leadership (1-3 cr.)• E535 Elementary School Curriculum (3 cr.)• E695 Current Issues and Problems in Elementary

Education (3 cr.)• H504 History of American Education (3 cr.)• H536 Problems on the Philosophy of Education (3

cr.)• H600 Concepts and Arguments in Education (3 cr.)• H631 Social and Political Philosophy and Education

(3 cr.)• H638 Aesthetics and Education (3 cr.)• J630 Curriculum Theory and Practice (3 cr.)• J636 Educational Futures/Curriculum (3 cr.)• J637 Curriculum Development Processes (3 cr.)• P514 Life Span Development: Birth to Death (3 cr.)• P515 Child Development (3 cr.)• P516 Adolescent Development (3 cr.)• P540 Learning and Cognition in Education (3 cr.)• P550 Cognition and Semiotics (3 cr.)• P560 Classroom Communication (3 cr.)• P623 Child Development (3 cr.)• P625 Teacher Behavior (3 cr.)• S503 Secondary School Curriculum (3 cr.)• LING-P532 Secondary Language Acquisition• PSYCH-P438 Language and Cognition• PSYCH-P623 Psychology of Language• SOC-S438 Childhood Socialization• SOC-S332 Adult Socialization• SPEECH-S530 Language Acquisition

Major Field Requirements (24 cr.)Courses chosen from Literacy, Culture, and LanguageEducation offerings, with faculty advisor approval.

Elective Requirements (26 cr.)Courses may be taken inside or outside the School ofEducation but must be approved by your faculty advisor.

Capstone Project or Comprehensive ExaminationA substantial project or a comprehensive examinationconstitutes the culmination of the Ed.S. program.

Ed.D. in Literacy, Culture, andLanguage Education (60 Hour Online)Degree Requirements (60 cr.)


• L600 Issues in Literacy, Culture, and LanguageEducation (3 cr.)

• L601 Theoretical Issues in the Study of Language &Literacies (3 cr.)

• L650 Internship in Literacy, Culture, and LanguageEducation (1-4 cr.)

• L750 Research Seminar in Literacy, Culture, andLanguage Education (3 cr., taken twice)

Inquiry in Major Courses (6 cr.)• L699 Doctoral Early Inquiry in Literature, Culture,

and Language Education (3 cr.)• L700 Seminar on Literacy, Culture, and Language

Education Research (3 cr.)

Additional Courses in Literacy, Culture, and LanguageEducation (6 cr.)Inquiry Requirements (9 cr.)Select one course from the following:


Inquiry (3 cr.)

Select two inquiry courses (either qualitative, quantitative,or any combination of the two) from the approved list ofinquiry courses, with advisor approval.

A list of approved inquiry courses may be found at https://education.indiana.edu/students/graduates/approved-core-inquiry-courses.


Elective Requirements (6 cr.)Elective courses must be relevant to the student’sprogram of study and need to be selected in consultationwith your academic advisor.

Dissertation Requirements (9 cr.)• L795 Dissertation Proposal Preparation (3 cr.)

https://education.indiana.edu/students/graduates/approved-core-inquiry-courses



44 May 7, 2020

• L799 Doctoral Thesis in Literacy, Culture andLanguage Education (6 cr.)


Ed.D. in Literacy, Culture, andLanguage Education (60 HourResidential)Degree Requirements (60 cr.)






Inquiry in Major Courses (6 cr.)• L599 Master’s Thesis in Literacy, Culture, and

Language Education: Early Inquiry Experience (3 cr.)• L700 Seminar on Literacy, Culture, and Language




Inquiry (3 cr.)

Select two inquiry courses (either qualitative, quantitative,or any combination of the two) from the approved list ofinquiry courses, with advisor approval.



Elective Requirements (6 cr.)Elective courses must be relevant to the student’sprogram of study and need to be selected in consultationwith your academic advisor.

Dissertation Requirements (9 cr.)• L795 Dissertation Proposal Preparation (3 cr.)• L799 Doctoral Thesis in Literacy, Culture and

Language Education (6 cr.)


Ed.D. in Literacy, Culture, andLanguage Education (90 HourResidential)Degree Requirements (90 cr.)






Inquiry in Major Courses (6 cr.)• L599 Master’s Thesis in Literacy, Culture, and

Language Education (3 cr.)• L700 Seminar on Literacy, Culture, and Language


Additional courses in Literacy, Culture, and LanguageEducation major (15 cr.)Inquiry Requirements (12 cr.)Select one course from the following:


Inquiry (3 cr.)

Select three inquiry courses (either qualitative,quantitative, or any combination of the two) from theapproved list of inquiry courses, with advisor approval


Minor Requirements (12 cr.)The minor must have integrity in its own right and mustcomplement the major. The minor field must demonstratewholeness within itself and contribute to the student'soverall doctoral program. Minors are normally formulatedwithin a single program area. However, an interdisciplinaryor individualized minor is also possible. Interdisciplinaryor individualized minors require a written description ofthe minor's underlying theme along with a rationale foreach course's contribution to that theme through the Minor







May 7, 2020 45

Justification form. This form should be submitted andapproved by the Graduate Studies Office prior to enrollingin the minor courses. Major area courses may not be usedin the minor.

Elective or Second Minor Requirements (6-18 cr.)Elective courses must be relevant to the student’sprogram of study.



Ph.D. in Literacy, Culture, andLanguage EducationDegree Requirements (90 cr.)





• L750 Research Seminar in Literacy, Culture, andLanguage Education (3-6 cr., taken twice)

Inquiry in the Major Courses (6 cr.)• L599 Master’s Thesis in Literacy, Culture, and

Language Education (3 cr.)• L700 Seminar on Literacy, Culture, and Language




Inquiry (3 cr.)

Select three inquiry courses (either qualitative,quantitative, or any combination of the two) from theapproved list of inquiry courses, with advisor approval



Elective or Second Minor Requirements (6 cr.)Elective courses must be relevant to the student’sprogram of study.



Ph.D. Minor in Literacy, Culture, andLanguage EducationMinor Requirements (15 cr.)

Core Courses (6 cr.)• L600 Issues in Literacy, Culture, and Language

Education (3 cr.)• L750 Research Seminar in Literacy, Culture, and


Additional Courses (9 cr.)Three additional courses in Literacy, Culture, andLanguage Education

The doctoral minor in Literacy, Culture, and LanguageEducation does not require a minor qualifying exam.

Ed.D. Minor in Literacy, Culture, andLanguage EducationMinor Requirements (9 cr.)


• L601 Theoretical Issues: Study of Language andLiterature (3 cr.)

• L750 Research Seminar in Literacy, Culture, andLanguage Education (3 cr.)

The minor advisor will work with the student to choosethe appropriate L750 topical seminar best suited to thestudent’s interests and applicability to their scholarship.

CoursesInformation about registering for classes on anothercampus may be found in the Enrollment section of thisbulletin.

Course are generally organized by program areas withindepartments (some areas are used by all departmentswithin a program). A list of courses offered by the variousdepartments within the School of Education can be foundon the left-side menu bar and organized by departmentbelow:

• Counseling and Educational Psychology:Counseling (G); Inquiry Methods (P; Y); Learningand Developmental Sciences/EducationalPsychology (P); School Psychology (P).

• Curriculum and Instruction: Art Education (Z);Curriculum Studies (J); Elementary/Early Childhood(E); High Ability (W; Z); Mathematics Education(N); Multicultural/Urban Education (T); ScienceEducation (Q); Secondary Education (S); SocialStudies Education (M); Special Education (K).

• Educational Leadership and Policy Studies:Educational Leadership (A); Higher Education (C);Higher Education and Student Affairs (U); History,Philosophy, and Policy Studies in Education (H).




46 May 7, 2020

• Instructional Systems Technology: AdultEducation (D); Computer Education (W);Instructional Systems Technology (R).

• Literacy; Culture and Language Education:Literacy, Culture, and Language Education (L)includes courses in English; World Language;English as a New/Second Language; Reading.

• Courses across all departments: Experimental (F);Field Experience/Methods (M); Graduate Education(G); In-Service Education (W); Master's Thesis (X).

The official list of courses in each program does notindicate which courses are offered regularly by thoseprograms. Most courses are not offered every term. Checkwith the department or program advisor to determinewhich courses are offered regularly, and check theSchedule of Classes published online by the Registrar todetermine which courses are being offered in the currentacademic term.

The registrar's code for all School of Education graduatecourses is EDUC. The number of credit hours assignedto each course is indicated in parentheses following thecourse title. The letter "P" following credit hours indicatesprerequisites; the letter "C" indicates corequisites. Notall courses listed in this bulletin are offered every year.Inquiries concerning the availability or suitability of aparticular course should be directed to the appropriatedepartmental chairperson.

Adult Education (D)EDUC-D 500 Introduction to Adult Education Theory(3 cr.)A study of the writings of major adult education theoristsincluding Grundtvig, Lindeman, Knowles, Bergevin, andFriere. Adult education theories of practice are analyzedin historical perspective. Students develop and defendtheir personal theories of practice.

Not Repeatable for Credit

EDUC-D 505 Adult Learning through the Lifespan(3 cr.)Study of the adult lifespan with emphasis on the individualin context. Investigate and critically analyze theories andconcepts used to understand adult development andlifelong learning including how social and cultural forcesinfluence adults’ engagement in the learning process.


EDUC-D 506 Adult Education Planning andDevelopment (3 cr.)Theory and practice of program planning and developmentin a variety of adult education settings. Analysis andapplication of models and tools used to developeducational programs for adults. Topics include needsassessment, administration, evaluation, and promotion ofprograms.


EDUC-D 512 Seminar in Forms and Forces of AdultEducation (3 cr.)The history and current status of adult education in theUnited States; the nature, scope, purposes, and historical

development of adult education institutions and programareas.


EDUC-D 521 Participation Training (2 cr.)Teambuilding in groups; collaborative program planningand implementation; application of the design toappropriate settings; training in roles of group leader,observer and recorder; recognition and treatment ofdysfunctional behaviors in group settings; emphasis onfunction aspects of group cohesion, consensus decisionmaking, shared leadership, and program evaluation.


EDUC-D 523 Small Group Theory in Adult Education(3 cr.)Theory undergirding small group practices in adulteducation; emphasis on conditions of collaborativeeffectiveness in decision-making groups and learninggroups; consideration of major models of group formationand development; and implications of theory for socialpractice.


EDUC-D 524 Power and Voice in Adult EducationPrograms (3 cr.)Analysis of contemporary adult life with emphasis on theroles of adult education programs and their relationshipsto the populations they serve. Critical analysis offoundational and current literature, theories, models, andthe assumptions underpinning modern adult educationprograms. Implications of critical theory, power, and voicefor adult education programming.


EDUC-D 525 Introduction to Distance EducationSystems in Adult Education (3 cr.) P: D506 and D512,or Consent of Instructor.A systems-based overview of distance education in thefield of adult education. Topics include program andtechnology planning, implementation, and assessment;operations management; program evaluation; learnersupport; and other critical issues.


EDUC-D 550 Practicum in Adult Education (1-3 cr.)P: EDUC-D 505 or EDUC-D 506, or Consent of Instructor.Supervised practice in instructional planning, teaching,and program development in adult educational settings inschools and agencies.


EDUC-D 590 Independent Study or Research in AdultEducation (1-3 cr.)Individual research or study with an Adult Educationfaculty member, arranged in advance of registration. Aone- or two-page written proposal should be submitted tothe instructor during the first week of the term specifyingthe scope of the project, project activities, meeting times,completion date, and student product(s). Ordinarily, D590

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should not be used for the study of material taught inregularly scheduled courses.


EDUC-D 600 Seminar in Teaching-LearningTransaction in Adult Education (3 cr.) P: EDUC-D 505or D 506, or Consent of Instructor.Critical inquiry into the design of adult learning activities. Includes a review of current theory and research inthe teaching-learning transaction and the designing andevaluation of instruction for adults.


EDUC-D 625 Topical Seminar in Adult Education(1-3 cr.)Systemic study of current issues and problems relatedto the theory and practice of program development andresearch in adult education.

Repeatable for Credit: 10 credits and 5 completions

EDUC-D 640 Capstone Seminar in Adult Education(3 cr.) P: Final Semester of Program.Development of a capstone portfolio that documents thequality of students' work in understanding adult educationprinciples, theory and best practices. Students reflecton their growth and development in adult education anddescribe how they may apply what they have learned.


EDUC-D 650 Internship in Adult Education (1-6 cr.)P: EDUC-D 500, EDUC-D 506, EDUC-D 613, EDUC-D625, or Consent of Instructor.Relates theory to practice through supervised field workexperiences and faculty appraisal and guidance. Studentsplan, conduct, and evaluate adult education programs invarious institutional and community settings.


EDUC-D 660 Readings in Adult Education (1-6 cr.)P: Consent of student's major area advisor.Guided individual study designed to meet the professionalindividual needs of advanced graduate students. Consultations with instructor required.


Art Education (Z)EDUC-Z 501 Art Methods for Non-Art SpecialistEducators (3 cr.)Introduction to visual art education content, issues, andpedagogy for non-art speciaslist educators in P-12 schoolor community settings. Emphases are on the explorationof visual art processes and techniques; contributions ofvisual art to thinking and learning; and approaches tocurriculum planning that integrates visual art with non-artsubjects.


EDUC-Z 503 Workshop in Art Education: Variable Title(1-6 cr.)

An intensive professional development workshopfor pre-service of practicing educators working in arange of educational settings. Emphasis is on theapplication of theory to practice; curricular trends andissues; instructional techniques and strategies; and thedevelopment of instructional plans and materials forgeneral or particular populations.


EDUC-Z 510 Arts for Exceptional Children (3 cr.)Issues and practices affecting art education programs forartistically talented students. Past research and writingsabout identification, administrative arrangements, andpreparation of teachers for artistically talented studentsare examined and evaluated.


EDUC-Z 511 Nonstudio Approaches to Art Instruction(3 cr.)Exploration of critical approaches to newer media,including film, video, television, and electronics, directedtoward an art context. Emphasis on the development ofcritical skills and approaches to teaching about aesthetics,art criticism, and art history and toward integrating thesewith art production in classroom.Not Repeatable for Credit

EDUC-Z 525 Philosophic and Historical Foundationsof Art Education (3 cr.)Examination of social forces and competing philosophiesthat have shaped art education across a range ofeducational settings. Emphases are on emerging theoriesof artistic development and growth as well as the evolutionof society-centered, child-centered, discipline-based, andvisual culture philosophies of art education. Required forArt Education graduate students.


EDUC-Z 530 Curriculum for Artistically TalentedStudents (3 cr.)Study of issues related to curriculum design, adaptation,implementation, and evaluation for artistically talentedstudents. Examines the requirement for public schools tooffer special services and activities for gifted and talentedstudents.


EDUC-Z 531 Advanced Methods and Materials forArtistically Talented Students (3 cr.)Examination and evaluation of advanced methods andmaterials for educating artistically talented students.Teaching techniques, learning styles of students,and other skills are discussed as well as selection,development, and evaluation of instructional materials.


EDUC-Z 532 Advanced Methods and Materials in ArtEducation (3 cr.)Advanced teaching methods and newer educationalmaterials for art education designed to give art specialistsopportunities to improve their skills and knowledge in

48 May 7, 2020

relation to specific professional situations, includingeducation of artistically talented students.


EDUC-Z 533 Arts and Crafts for Teachers (3 cr.)A flexible course planned to give experience in the use ofwood, leather, textiles, ceramics, and other materials, withspecial emphasis on the application of design principles.Not open to art education majors.


EDUC-Z 550 Topical Seminar in Art Education (3 cr.)Course content will vary from semester to semester; thiscourse may be repeated up to three times in a graduateprogram. Various topics, such as art and computers,women in art and education, understanding art testing,art curriculum theory and development, designinginstructional materials, and current issues in art education,are examined and analyzed as they apply to contemporaryart education.


EDUC-Z 590 Independent Study or Research in ArtEducation (1-3 cr.)Individual research or study with an Art Education facultymember, arranged in advance of registration. A one- ortwo-page written proposal should be submitted to theinstructor during the first week of the term specifying thescope of the project, project activities, meeting times,completion date, and student products. Ordinarily, Z590should not be used for the study of material taught in aregularly scheduled course.


EDUC-Z 700 Practicum in Art Education (1-6 cr.)Education experiences for prospective researchers; orsupervised college teaching experiences; or administrativeinternships in some area of art education.


EDUC-Z 701 Art Education Practicum with ArtisticallyTalented Students (3 cr.)Observation and participation experiences appropriateto education of artistically talented students. Participantswill have firsthand experiences with students identified asgifted/talented in the arts.


EDUC-Z 750 Topical Doctoral Seminar in ArtEducation: Variable Title (3 cr.)Required for Art Education doctoral students. Criticalexamination of a range of contemporary issues and topics,including those related to learning, curriculum, pedagogy,visual culture or equity in art education.


EDUC-Z 760 Art Education Research Seminar (1-3 cr.)Required for Art Education doctoral students. Emphasisis on the analysis of research and scholarship in arteducation as well as the development of independent

research and publication skills within a learningcommunity.


EDUC-Z 535 Methods in Online Studio Instruction andCritique (3 cr.)This methods course prepares students to teach onlinestudio courses for secondary and post-secondarystudents. Focus is on integrating new media in onlinelearning, engaging higher-order thinking through smallgroup critique, and developing units of online instruction.Includes supervised praxis experiences.


EDUC-Z 536 Draw & Paint Exper Elem Tch (3 cr.)An introduction to drawing and painting specially designedfor teachers who have had little art experience.es.


EDUC-Z 537 Textiles and Weaving for Teachers (3 cr.)An introduction to textiles and weaving specially designedfor teachers who have had little art experiences. (Not opento art majors or minors.)


EDUC-Z 538 Ceramics and Sculpture for Teachers(3 cr.)An introduction to sculpture and ceramics speciallydesigned for teachers who have had little art experience.(Not open to art majors or minors.)


EDUC-Z 599 Master's Thesis in Education (3 cr.)The thesis may be an organized scientific study or asystematic and comprehensive analysis of theory andpractice in a specific area..


EDUC-Z 600 Historical Studies in Art Education (3 cr.)History of art education in Western Civilization and in thepublic schools of the United States. Practice in abstractingand evaluating historical studies and investigating anhistorical inquiry.


EDUC-Z 620 Administration and Supervision in theArts (3 cr.)Principles and practices of professional leadership inschools, colleges, art museums, professional associations,and governmental agencies; program development,research interpretation. Sources of funding andconference planning will be included.


Counseling (G)EDUC-G 502 Professional Orientation and Ethics(3 cr.)Studies that provide and understanding of all aspectsof professional functioning including history, roles,

May 7, 2020 49

organizational structures, ethics, standards, andcredentialing.


EDUC-G 505 Individual Appraisal: Principles andProcedures (3 cr.)An analysis of statistical, psychometric, sociometric, andclinical principles crucial to professional interpretationof standardized and informal data regarding individualclients. Current issues/controversies about ethnic, sex,cultural, and individual differences will be examined.


EDUC-G 509 Counseling College Student-Athletes(3 cr.)This graduate seminar examines research, theoryand discusses clinical training necessary to work withcollege student-athlete (SA) life-skills and counselingconcerns. We will focus on academics, disorderedeating, performance enhancement, gender differencesin counseling, career development, addictions, effects ofinjury/retirement, and experiences of specific SA groups(e.g., African-American, GLBT).


EDUC-G 510 Introduction to Alcohol and DrugCounseling (3 cr.)Course is an introduction to social and behavioraltheories concerning the causation and maintenance ofalcohol and drug addiction. The study and application ofresearch-based theories of counseling will be emphasized.The history of alcohol and drug counseling and recentdevelopments and issues in the field will also bediscussed.


EDUC-G 522 Counseling Theories (3 cr.) P: G502or equivalent. Master's students must take G523concurrently.Introduction to counseling theories and psychologicalprocesses involved in individual counseling.


EDUC-G 523 Laboratory in Counseling (3 cr.)P: Consent of instructor. C: G522Laboratory experience, counseling, analysis of counselinginterviews, role playing and closely supervised counselingin the laboratory setting.


EDUC-G 524 Practicum in Counseling (1-3 cr.)P: G502, G522, and G523.Closely supervised counseling practice with clients in thedepartment's counseling laboratories or in approved fieldsites in schools or agencies. Intensive supervision. Specialapplication required.


EDUC-G 532 Introduction to Group Counseling (3 cr.)C: G502 (for MS students).

Psychological and theoretical foundations of groupcounseling. Analysis of the dynamics of groups.


EDUC-G 542 Organization and Development ofCounseling Programs (3 cr.)Environmental and population needs assessment forprogram planning. Procedures for counseling programdevelopment and accountability/evaluation. Case studies.


EDUC-G 550 Internship in Counseling (1-6 cr.)Counseling experience in school or agency situations.Under supervision, students get practice in counseling,interviewing, in-service training, orientation procedures,and data collection. Special application required.


EDUC-G 552 Career Counseling - Theory and Practice(3 cr.)An introduction to career development theory,psychological assessment for career planning, andsources and uses of career information in counseling.


EDUC-G 562 School Counseling (3 cr.)Foundations and contextual dimensions of schoolcounseling. Knowledge and skills for the practice ofschool counseling, and developmental counseling.Program development, implementation, and evaluation.Consultation, principles, practices, and applications ofneeds assessment. Provides an overall understandingof the organization of schools and the function of thecounselor and counseling program.


EDUC-G 563 Mental Health Counseling (3 cr.)Foundations and contextual dimensions of mental healthcounseling. Program development, implementation,and evaluation. Principles, practices, and applicationsof community needs assessment. Ethics, examinationof professional issues, administration, finance andmanagement of mental health counseling services.


EDUC-G 567 Marriage & Family Counseling (3 cr.)Analysis of historical context, theoretical formulations,counseling techniques/strategies, research findings,treatment issues, and ethical/social concerns in marriageand family counseling.


EDUC-G 575 Multicultural Counseling (3 cr.)This course is designed to provide both a cognitive andguided training opportunity. It examines the influence ofcultural and ethnic differences of counselor and client incounseling. Attention is given to theory, research, andpractice. General cross-cultural dynamics as well asspecific target populations are studied.

50 May 7, 2020


EDUC-G 584 Asian American Mental Health (3 cr.)This course addresses issues of Asian Americanethnicity, culture, and race as they relate to mental health,psychopathology, and mental health services.


EDUC-G 590 Research in Counseling (1-3 cr.)P: Consent of instructorIndividual study or research with a counseling facultymember.


EDUC-G 600 Pro-seminar in Counseling Psychology(1-3 cr.)Examination of the history, systems, issues, trends,ethical standards, and research findings that impact therole, function, and practice of providers of psychologicalservices in the context of counseling.


EDUC-G 609 Interventions in Performance Psychology(3 cr.)Introduction to interventions used in facilitating the processof performance psychology, involving the study of thepsychological skills and knowledge necessary to facilitateand develop peak performance guidelines into bestpractice for sport, business, fitness and the performingarts.


EDUC-G 615 Psychopathology and AdvancedDiagnosis (1-3 cr.) P: G505 or equivalent.To acquire the requisite knowledge and skills in assessingpsychopathology and abnormal behavior. It is built aroundthe Diagnostic and Statistical Manual of Mental Disorders,DSM-III-R and subsequent revisions. Topics include:the function of diagnosis, etiology and epidemiology ofabnormal behavior, relationship of diagnosis to treatment,and ethical considerations.


EDUC-G 622 Advanced Theories of Counseling (3 cr.)P: G505, G524, and consent of instructor.Critical analysis and research investigation of leadingtheories of counseling and their implications for practice.


EDUC-G 624 Advanced Practicum in CounselingPsychology (1-6 cr.)Closely supervised practice in counseling in variousagency settings. Special application required.


EDUC-G 625 Advanced Practicum - IndividualSupervision (1-6 cr.)This course consists of individual supervision for students'advanced practicum in clinical settings approved by thecounseling psychology program. Supervisor provides a

minimum of 1 hour per week of face-to face individualsupervision, and a formal written evaluation of thesupervisee at the end of the semester.


EDUC-G 632 Advanced Group Leadership: Counseling(3 cr.)A theoretical and applied basis for group leadership.Integrates current theoretical knowledge with parallelexperience in intervention and techniques. Leadershipprocedures, group dynamics and process, professionalethics, small group simulations, and close supervision.


EDUC-G 647 Advanced Internship in Counseling(1-3 cr.) P: G524, G532, G615, and two semesters ofG550.Supervised practice in counseling in various educationalor school settings. This field-based experience may bea paid internship for EdS students in counseling. Coursepartially satisfies new counselor licensure requirements.


EDUC-G 650 Topical Seminar in CounselingPsychology (1-3 cr.)Variable Title. Intensive advanced study of research andtheory on selected topics.


EDUC-G 656 Social Bases of Behavior (3 cr.)This course provides an overview of the social bases ofbehavior from a psychological perspective. Three broadcategories of social psychological topics are addressed:social cognition, interpersonal processes, and socialinfluence.


EDUC-G 672 Human Sexuality: An Introduction toTherapy (3 cr.)An examination of the role of sexuality in humanadjustment. Examination of common sexual needs anddysfunctions. Counseling for sexual adjustment.


EDUC-G 685 Seminar in Counseling ResearchMethodology (3 cr.)An introduction and orientation to inquiries in counselingpsychology; review and critical analysis of researchreports in counseling psychology; and examination ofsupervised research experience.


EDUC-G 690 Advanced Independent Study inCounseling Psychology (1-6 cr.)Individual research with a Counseling Psychology facultymember on an advanced counseling topic, arranged priorto registration. A short proposal should be submittedduring the first week of the term specifying the scope ofthe project, completion date, and products. G690 is notfor material taught in regularly scheduled courses.

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EDUC-G 699 Internship in Counseling Psychology(1-3 cr.) P: Advanced standing in counseling psychologyPh.D. program and consent of training director.This is a 12-month full-time internship at a training siteapproved by the faculty. Training may include individualcounseling, couple/family/group therapy, supervision ofpracticum students, outreach, consultation, and specialrotations. Supervision is provided by on-site supervisors,with oversight by course instructor.


EDUC-G 763 Advanced Practicum In CounselingSupervision (1-3 cr.)Closely directed experience in supervising master's levelstudents in counseling practice in a laboratory, a school,or an agency, plus participation in seminar discussions ofthe theory and practice of supervision.


EDUC-G 795 Dissertation Proposal Preparation(1-3 cr.)This course is for the development of a dissertationproposal in counseling psychology. Students must havethe consent of a dissertation director or prospectivedirector to enroll. Students should be finished or nearlyfinished with program course work.


EDUC-G 799 Doctoral Thesis in CounselingPsychology (1-12 cr.)Credit may be earned over a period of several semesters.The thesis is to be an organized scientific contribution tothe field of counseling psychology.


Curriculum Studies (J)EDUC-J 500 Instruction in the Context of Curriculum(3 cr.)First course for the Master's degree in Curriculum &Instruction. Extends concepts introduced in undergraduateteacher preparation. Topics include conceptions anddefinitions of curriculum and instruction and their impacton social contexts, learning theories, and schoolingpractices. Elementary and secondary contexts are studied.


EDUC-J 538 M.S. Practicum/Internship (1-6 cr.)Supervised practice in a school or other approvedagency. Includes performance in such roles as curriculumdevelopment, program evaluation, action research, stafftraining and development, consultation, or programdevelopment. A comprehensive report involving asystematic analysis of the practicum activity must becompleted.


EDUC-J 602 Introduction to Curriculum Studies(1-3 cr.) P: Admission to doctoral program or consent ofinstructor.This seminar will introduce students to the field ofcurriculum studies. Students will investigate the historyof this academic field of study, become familiar with thestructures that support the on-going discourses in the field,and explore a variety of conversations currently takingplace among curriculum study scholars.


EDUC-J 605 Independent Research Experience inCurriculum and Instruction (3 cr.) P: Y520 or equivalent.Provides doctoral students an opportunity to work closelywith faculty in pursuing an individual research project earlyin their program.


EDUC-J 638 Curriculum/Instruction Practicum (3 cr.)P: Major or cognate field in curriculum or Consent ofInstructor.Small-group or individual problem-oriented experiencesin curriculum and instruction research, development, andevaluation.


May be repeated once.

EDUC-J 645 Dialogue and Difference: Ethics, Religion,and Democracy in Education (3 cr.)Educational implications of pervasive moral and ethicaldisagreements in democratic societies.


EDUC-J 650 Independent Study in Curriculum (1-3 cr.)Independent study of a selected topic under the guidanceof a faculty member.


EDUC-J 655 Seminar in Multicultural and GlobalEducation (1-3 cr.) P: Consent of Instructor.1) Examine major concepts, theoretical frameworks andeducational responses associated with multicultural/global education, 2) heighten cross-cultural awareness,3) explore possibilities of integrating multicultural/global education into a unified approach for curriculumdevelopment and research, 4) enable participants tobecome leaders of multicultural/global education in theirarea of expertise.


EDUC-J 664 Contemporary Curriculum Discourses(3 cr.) P: Admission to doctoral program.Critical analysis of selected contemporary curriculum andinstructional discourses. Particular attention is given totheorizing during the last 25 years.


EDUC-J 670 History of Curriculum Thought in theUnited States (3 cr.)Examines the history of competing movements inAmerican curriculum thinking and the individuals who

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created them, with attention to the cultural and institutionalcontext within which they worked. Emphasis is placed onprimary source readings and the position of curriculumthinking within an evolving national educational system.


EDUC-J 690 Internship in Curriculum (2-5 cr.)For persons about to enter positions as schooladministrators in charge of curriculum, curriculumsupervisors, directors, or coordinators. Provides direct andsupervised experience in the field.


EDUC-J 700 Teaching in the Teacher Education (3 cr.)Emphasis on pedagogical methods and student learningstyles in higher education, applied to one's current orfuture course development and instruction. Topics willfocus on application of teaching and field supervisionmethods in the context of literature review, observation,reflection, class discourse, and continual professionaldevelopment.


EDUC-J 705 Seminar: Inquiry in Curriculum andInstruction (3 cr.) P: Completion of 57 graduate credithours or permission from the instructor.Intended for students at a stage in their doctoral programsthat requires them to begin conceptualizing their owndoctoral dissertation research. Emphasis will be onanalyzing and synthesizing a body of research in one ormore of the specialized fields of study within curriculumand instruction. S/F grading.


EDUC-J 710 Paradigms and Programs in TeacherEducation (3 cr.)This course provides an overview of teach educationparadigms, their underlying ideologies, and their historicaland current manifestations. It will also analyze models ofteaching and how they relate to alternative paradigms ofteacher education.


EDUC-J 720 Teacher Education as OccupationalSocialization (3 cr.)This course focuses on program components and societalfactors that affect the occupational socialization of pre-service teachers. It examines different orientations tooccupational socialization, research on how teachereducation program components influence pre-serviceteachers, and the societal forces that affect theirsocialization.


EDUC-J 760 Topical Seminar in Curriculum andInstruction Issues: variable title (3 cr.)Intended for advanced graduate students in curriculumand instruction; emphasizes analysis and appraisal ofcurriculum and reform efforts in terms of persistent, criticalissues in education. Opportunities are provided to study

trends and issues with reference to various specialties ofstudents enrolled.


EDUC-J 762 Topical Seminar in Curriculum andInstruction (3 cr.)Intensive study and discussion of current topics selectedfrom the general area of curriculum and instruction.Areas might include teacher preparation, internationalperspectives, educational computing, or programassessment. Opportunities provided for participant inquiryfrom the specialized perspective of students enrolled.


EDUC-J 795 Dissertation Proposal Preparation(1-3 cr.) P: J705. C: J705.This course is for the development of a dissertationproposal in curriculum and instruction. Students musthave the consent of a dissertation director or prospectivedirector to enroll. Students should be finished or nearlyfinished with program course work.


EDUC-J 799 Doctoral Thesis in Curriculum andInstruction (1-15 cr.)Credit may be earned over a period of several semesters.The thesis may be an organized scientific contributionor a comprehensive analysis of theory and practice in aspecific area.


EDUC-J 635 Curriculum Coordination/Supervision(3 cr.)Study of curriculum improvement through theinterrelationships among and coordination of all personnel,departments, levels, resources, and agencies involvedin the schools; emphasis on creative supervision throughteamwork, evaluation and research.


EDUC-J 630 Curriculum Theory and Practice (3 cr.)Explores fundamental dimensions of curriculum theory,such as: the social construction of knowledge, curriculumas cultural mindset, political reality, and scholarlydiscourse. Examines varied ideological orientationsto curriculum studies. Introduces basic conceptsof curriculum design and provides opportunities forcurriculum development.


EDUC-J 640 Sem In Contemp Theor Curric Inst (3 cr.)Not Repeatable for Credit

EDUC-J 653 The Nature of Social Studies (3 cr.)Exploration of historical foundations, ideological views,and current issues in social studies. Focus on ongoingdebates about aims and purposes of social studies.Consideration of trends in and approaches to socialstudies curriculum and instruction in elementary andsecondary schools.

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EDUC-J 730 Advanced Curriculum Theory (3 cr.)Critical analysis of selected contemporary curriculum andinstructional discourses. Particular attention is given totheorizing during the last twenty-five years.


Educational Leadership (A)EDUC-A 500 Introduction to Educational Leadership(3 cr.)This course entails an introduction to the history,philosophy, and social aspects of educational leadership.It reviews relevant theories of administration; the historicalrole of administration in schools; and the political, social,economic, and philosophical frameworks that haveinformed administration.


EDUC-A 508 School Law and the Teacher (1-3 cr.)Focuses primarily on legal concerns affecting teachersin public secondary schools. Topics include tort liability;church-state relations; expression rights; children withdisabilities; conditions of employment; discrimination andharassment; student testing; collective bargaining; teacherlife-style choices; copyright concerns; teach contracts; anddismissal, recordkeeping practices and student discipline.


EDUC-A 510 School Community Relations (3 cr.)This course investigates characteristics of the communityschool, including the multicultural quality of thecommunity. It also explores adapting the educationalprogram to community needs, using community resourcesin instruction, and planning school-community relationsprograms.


EDUC-A 515 Educational Leadership: TeacherDevelopment and Evaluation (3 cr.)The primary outcome is to develop the knowledge,interpersonal and leadership skills that can be appliedin leadership for the improvement of instruction. Modelsof supervision and evaluation will be examined, but themajor focus will be to examine the context for changein today's schools and apply leadership knowledgeto the task of direct assistance, group development,professional development, curriculum development, andaction research.


EDUC-A 560 Political Perspectives of Education (3 cr.)This course focuses on theoretical and conceptualapproaches useful in describing, explaining, and predictingpolitical behavior related to schools. Forces for continuityand change at local, state, and federal levels are explored.


EDUC-A 590 Independent Study in EducationalLeadership (1-3 cr.)

Individual research or study with School Administrationfaculty member, arranged in advance of registration. Aone or two page written proposal should be submitted tothe instructor during the first week of the term, specifyingthe scope of the project, project activities, meeting times,completion date, and student products.


EDUC-A 600 Problems in Educational Leadership(1-3 cr.) P: A500 or equivalent.This course is designed to identify problems of practice,determine issues, explore alternative solutions, andinvestigate implications of various actions.


EDUC-A 608 Legal Perspectives on Education (3 cr.)This course entails an overview of the legal frameworkaffecting the organization and administration of publicschools, including church-state issues, pupil rights,staff-student relationships, conditions of employment,teacher organizations, tort liability, school finance, anddesegregation.


EDUC-A 615 Advanced School Law (1-3 cr.) P: A608 orequivalent and Consent of Instructor.This course considers constitutional and statutoryprovisions and court decisions affecting the administrationof public schools. Particular attention is given to currentlegal concerns.


EDUC-A 624 Educational Leadership: ThePrincipalship K-12 (3 cr.)This course engages students in a dialogue aroundbuilding a professional learning community leading toinstructional program coherence committed to the successof all students. Students complete their leadershipplatform as a part of this course.


EDUC-A 629 Data-Informed Decision Making forSchool Leaders (3 cr.)This on-line course prepares educational leaders tocritically collect, analyze, evaluate, and use variousforms of data to inform instructional and organizationaldecision making in schools. The focus of the course ison decision making to further student learning and schoolimprovement.


EDUC-A 630 Economic Dimensions of Education(3 cr.)This course provides an introduction to economicthinking concerning K-12 education as well as the theoryand practice of funding K-12 schools. Topics includeeconomics and educational leadership, efficiency, equity,liberty, sources and characteristics of school revenue, andschool funding distribution systems.


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EDUC-A 631 Microeconomics Applications toEducation (3 cr.)This course provides an overview of how microeconomictheories and models can be used to examine a widevariety of issues in both K-12 and postsecondaryeducation. Topics include resource allocation, economictheory of individual behavior, investment in human capital,school choice and the return on education, application ofdemand and supply to education, the costs and productionof education, theories of education pricing and funding,and labor markets for education professionals.


EDUC-A 635 Public School Budgeting and Accounting(3 cr.)This course explores the normative and positive aspectsof financing K-12 public education. After a rigorousintroduction to the foundation of school finance theory, thecourse investigates the concepts and practices of effectivebudget management.


EDUC-A 638 Public School Personnel Management(3 cr.) P: A500 or equivalent.This course explores the background, present conditions,and future directions of school personnel management.It entails development and implementation of a schoolpersonnel management program and examination ofproblems and issues.


EDUC-A 640 Planning Educational Facilities (3 cr.)This course focuses on the basic concepts in planningeducational facilities as they relate to educational needs.It covers educational specifications for learning andenvironments, and renovation and modernization of schoolbuildings.


EDUC-A 653 Organizational Context of Education(3 cr.) P: A500.This course examines organizational factors in termsof impact on human behavior and student learning andthe critical role of administrative policies and practicesin shaping the organizational context. Alternativeorganizational designs and administrative strategies arestudied in terms of their effectiveness under specifiedconditions.


EDUC-A 670 Topical Seminar in EducationalLeadership (1-3 cr.) P: Master's degree and Consent ofInstructor.Advanced students investigate and discuss current issues,developments, and concerns bearing on educationalleadership. Specific topics vary each semester.


EDUC-A 671 Planning and Change in EducationalOrganizations (3 cr.)

This course uses change scenarios at the school anddistrict level to facilitate the application of planning andchange principles. Students are required to producepersonal change paradigms and critique contemporaryrestructuring and transformational models.


EDUC-A 672 Moral Dimensions of Leadership (3 cr.)This course examines the concept of leadership from apolitical, historical, and social framework, with emphasison values and ethics in the leader-follower relationship.Topics include analyses of change processes, conflict,power, and transformation.


EDUC-A 675 Leadership in Special Education (3 cr.)P: K505 and A500.This course addresses the historical and contemporarystudy of political, economic, and social factors thathave influenced or are influencing the developmentand evolution of educational programs and services forstudents and adults with disabilities. Implications fordistrict and site-level leadership practices are emphasized.


EDUC-A 680 Education Specialist Seminar(Educational Leadership) (3 cr.) P: Consent ofInstructor.This course, taken near the completion of degreerequirements, permits interaction with practicing schooladministrators and others with expertise in educationalleadership. The student prepares an "issues" paper,the subject of which may be discussed in the final oralexamination.


EDUC-A 695 Practicum in Educational Leadership(1-3 cr.) P: Consent of Instructor.This course provides for a closely supervised fieldexperience in various areas of school administration.


EDUC-A 710 Research in School Law (3 cr.) P: A608 orequivalent and Consent of Instructor.Students pursue in-depth research on specific topicspertaining to interpretations of constitutional and statutorylaw affecting education.


EDUC-A 720 Workshop on Selected Problems inEducational Leadership (1-3 cr.)Individual and group study. One credit hour is offered foreach week of full-time work.


EDUC-A 735 Building Unified Systems Inclusive ofStudents with Disabilities (3 cr.) P: A675.This course entails applied research in the transformationof special education as a parallel and separate systemto a unified system. Using problem-based learningstrategies, participants use contemporary examples of

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school districts along a continuum to plan and designalternative systems of service delivery.


EDUC-A 754 Seminar in Research in EducationalLeadership (3 cr.)This course is limited to candidates for the doctoratewith a major or minor in educational leadership. Thecourse focuses on study of research design, techniques,and procedures applicable to research problems inadministration.


EDUC-A 785 Internship in Educational Leadership(1-6 cr.) P: Consent of Instructor and advanced graduatestanding.This course involves a supervised experience working inschools, agencies, or institutions. S/F grading.


EDUC-A 795 Dissertation Proposal Preparation(1-3 cr.)This course is for the development of a dissertationproposal in Educational Leadership. Students should befinished or nearly finished with program course work.


EDUC-A 799 Doctoral Thesis in EducationalLeadership (1-15 cr.)Credit may be earned over a period of several semesters.The thesis may be an organized scientific contributionor a comprehensive analysis of theory and practice in aspecific area. S/F grading.


Elementary/Early ChildhoodEducation (E)EDUC-E 505 Organization and Administration of EarlyChildhood Programs (3 cr.) P: One course in earlychildhood education or Consent of Instructor.The study of different organizational plans for EarlyChildhood programs from infancy through age 8. Includesdiscussion of school philosophy, goals, curriculum,housing, staffing, budget, policies for admission, grouping,health, licensing requirements, and school-communityrelations.


EDUC-E 506 Curriculum in Early Childhood (2-6 cr.)Planning the curriculum and selecting and evaluatinglearning experiences for children ages three through eightyears with reference to relevant research. Organizingthe classroom to provide maximum integration amongexperiences in different academic areas. A one- semestercourse; should be followed by E525 in the same year.


EDUC-E 507 Evaluation of Classroom Behavior (3 cr.)

The child as a learner; goals for early childhood programs;organizing the instructional setting including teacherroles and methods of assessing behaviors, Use of thisknowledge in organizing and evaluating self and a child ina program.


EDUC-E 508 Seminar in Early Childhood (1-3 cr.)Seminar will be based on current interests of students andwill serve as a means of synthesizing their experiences.An interdisciplinary approach will be taken to exploringcurrent issues and problems in early childhood education,current happenings as they relate to the issues, and majorresearch efforts to support programs.


EDUC-E 513 Workshop in Elementary Social Studies(1-6 cr.)Means for improving the teaching of social studies in theelementary school. One credit hour is offered for eachweek of full-time work.


EDUC-E 516 Workshop in Elementary School Science(1-6 cr.)For experienced teachers. Ideas on analysis of problems;curriculum trends and teaching techniques; developmentof new educational materials; and recent resourcematerials. One credit hour is offered for each week of full-time work.


EDUC-E 518 Workshop in General ElementaryEducation (1-6 cr.) P: E506 or Consent of Instructor.In-depth study of those educators and philosophers,past and present, who have influenced early childhoodcurricula. Emphasis will be placed on the beliefs of anumber of figures (such as Dewey, Piaget, Vygotsky,Montessori), and knowledge of their beliefs influenceseach student's educational belief system. Should followE506 in the same year.


EDUC-E 525 Advanced Curriculum Study in EarlyChildhood (3 cr.) P: E506 or Consent of Instructor.In-depth study of those educators and philosophers,past and present, who have influenced early childhoodcurricula. Emphasis on the beliefs of Dewey, Piaget,Vygotsky, Montessori, Eisner, and Bruner and how theyinfluence each student's educational belief system. Shouldfollow E506 in the same year.


EDUC-E 535 Elementary School Curriculum (3 cr.)Social, economic, and educational forces influencingchanges in the curriculum of the elementary school;observation and study of the curriculum and methods ofevaluating it.


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EDUC-E 536 Supervision of Elementary SchoolInstruction (3 cr.)Modern concepts of supervision and the evaluationprocesses through which they have emerged. Supervisorywork of the principal and supervisor or consultant. Study ofgroup processes in a democratic school system.


EDUC-E 543 Advanced Study in the Teaching ofMathematics in the Elementary Schools (3 cr.)Designed to help the teacher improve the teaching ofmathematics. Opportunities will be provided for individualand group study of content, methodology, and instructionalmaterials for modern mathematics programs.


EDUC-E 547 Elementary Social Studies Curriculum(3 cr.)Explores the purposes, substantive issues, essentialpedagogies, and content of elementary social studiescurriculum. Also examines innovative approaches todesigning and implementing social studies curriculum forelementary classrooms.


EDUC-E 548 Advanced Study in the Teaching ofScience in the Elementary Schools (3 cr.)Designed for experienced teachers to gain greaterproficiency in the teaching of science in the elementaryschool. Individualized learning experiences will beprovided for persons interested in middle school teaching.


EDUC-E 555 Human Diversity in Education (3 cr.)Explores issues related to teaching in a complex anddiverse culture. Through this class students will becomefamiliar with a range of diversity issues that teachersconfront in our increasingly pluralistic society, includingcognitive abilities, learning styles, and cultural, racial,ethnic, and socio-economic backgrounds of children.


EDUC-E 579 Inquiry in Elementary Education (1-3 cr.)P: E535 or equivalent, 6 credit hours of foundations, 6credit hours of methods, and 9 elective credit hours.A study of the methodology of inquiry, including theteacher as a researcher and the use of inquiry as aclassroom learning technique. Required: An inquiryproject to be designed and implemented in an elementaryclassroom.


EDUC-E 590 Independent Study or Research inElementary Education (1-3 cr.)Individual research or study with an Elementary Educationfaculty member, arranged in advance of registration. Aone or two page written proposal should be submitted tothe instructor during the first week of the term specifyingthe scope of the project, project activities, meeting times,completion date, and student product(s). Ordinarily,

E590 should not be used for study of material taught in aregularly scheduled course.


EDUC-E 594 Master's Seminar in ElementaryEducation (1-3 cr.)Development of professional projects and reflection uponcurrent teaching practices.


EDUC-E 595 Problem Analysis in ElementaryEducation (1-3 cr.)For experienced elementary teachers. Individual andgroup study of organizational and teaching problems.Techniques of problem analysis, identification, and useof resources contributing to the alleviation of teachingproblems.


EDUC-E 650 Internship in Elementary Administrationand Supervision (2-5 cr.) P: Basic courses in elementaryadministration, supervision, and curriculum and consent ofinstructor.Students work under the guidance of a principal orsupervisor and under the general supervision of anIndiana University supervisor.


EDUC-E 690 Internship in Elementary/Early ChildhoodEducation (3-6 cr.)Individualized experience is planned on the basis ofthe student's professional goals, previous educationalbackground and experience. Arrangements must be madeprior to the semester during which the credit is desired.


EDUC-E 509 Internship in Early Childhood (1-6 cr.)The nature of the internship would be determined by thestudents' personal goals and previous educational andteaching background. In this individualized program, itwould be possible to elect one of many work/study-typeexperiences.


EDUC-E 524 Workshop in Early Childhood Education(1-6 cr.)In-depth study of those educators and philosophers,past and present, who have influenced early childhoodcurricula. Emphasis will be placed on the beliefs of anumber of figures (such as Dewey, Piaget, Vygotsky,Montessori), and knowledge of their beliefs influenceseach student's educational belief system. Should followE506 in the same year.


EDUC-E 599 Master’s Thesis in Elementary Education(3 cr.)Repeatable for Credit: 6 credits and 2 completions

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Experimental (F)EDUC-F 500 Topical Explorations in Education(1-3 cr.)The goal of this course is to bridge the gap betweenbeginning computer users and beginning multimediadevelopers. The focus of the assignments will be onpersonal development of strategies and skills to beused in solving problems that arise during multimediaconstruction. A variety of multimedia software andhardware solutions will be presented including virtualreality, audio and video applications. Student will work onmultimedia projects. Some will be undertaken individuallywhile more complex media may involve the formation ofteams and/or class projects.


Field Experience/Methods (M)EDUC-M 500 Integrated Professional Seminar (0-6 cr.)This seminar if linked to courses and field experiencesincluded in the Transition to Teaching (T2T) program. Itwill allow for collaboration among school-based mentors,university-based instructors and T2T candidates inoffering academic content appropriate to the program. Theseminar will provide a technology-rich and performance-based professional experience. This course has a feeattached.


EDUC-M 501 Laboratory/Field Experience (0-3 cr.)A laboratory /field experience in education for graduatestudents.


EDUC-M 502 Mathematics throughout the SecondaryCurriculum (1-3 cr.)Students engage in making connections between themathematical content of certain required mathematicscourses and the teaching and learning of secondaryschool mathematics. Students analyze important "bigideas" in mathematics. Additionally, students prepare andcollect lesson plans for use during student teaching andbeyond.


EDUC-M 511 Field Experience/ProfessionalDevelopment Seminar (1-3 cr.) C: C: Q506.Laboratory or field experiences in middle or secondaryschool science classes.


EDUC-M 521 Secondary School MathematicsCurriculum and Assessment (3 cr.) C: M469 and M303.Critical examination of standards and other influences onsecondary mathematics programs. Critical examinationof past and current secondary mathematics curricula, textmaterials, and other resources available to support andguide secondary mathematics programs. Developmentof knowledge and skills related to assessment tools andstrategies.


EDUC-M 522 Teaching Mathematics in the SecondarySchool (3 cr.) C: M501.Development of knowledge and skills related to analysisand design of mathematics instruction in secondary schoolmathematics with attention to selection of appropriatemathematical tasks and tools and the development ofclassroom discourse communities. Students will beteaching lessons in the co-requisite field experience.


EDUC-M 550 Practicum (1-16 cr.)Teaching or experience in an accredited school, normallyin Indiana. Credit will be commensurate with time spent inthe instructional setting. S/F grading.


EDUC-M 580 Internship in Music (1-16 cr.)Full time supervised teaching in the area of Music for aminimum of ten weeks in an elementary or junior high/middle, or high school accredited by the State of Indianaor an equivalent approved school out-of-state. Theexperience is directed by a qualified supervising teacherand has university provided supervision. S/F grading.


Graduate Education (G)EDUC-G 901 Advanced Research (6 cr.)Available to graduate student who have completed allcourse requirements for their doctorates, have passeddoctoral qualifying examinations, and have the requisitenumber of degree credit hours, this course providesthe advanced research student with a forum for sharingideas and problems under the supervision of a seniorresearcher.


Higher Education (C)EDUC-C 565 Introduction to College and UniversityAdministration (3 cr.)Types of institutions and their organization and roleson the nationwide scene: their principal administrativefunctions, including faculty personnel, businessmanagement, public relations, and the liaisons of studentpersonnel with other administrative functions.


EDUC-C 585 Principles of Fund Raising Management(3 cr.)Important aspects of the fund raising process for non-profitorganizations are described - assessing the organization'svalue base, preparing its case, techniques and strategies,sources of support, human resource development andprocess management. Important societal factors also arereviewed that may affect the process.


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EDUC-C 590 Creating a Culture of Giving in HigherEducation (3 cr.)This course will explore how to create a culture ofgiving within the higher education and student affairsenvironment. Students will explore how to foster aclimate of giving taking into consideration institutionalmission, values, and student culture. The specific roleof fundraising and philanthropy will be examined in thecontext of higher education and student affairs services.


EDUC-C 595 Legal Aspects of Philanthropy (3 cr.)Provides a comprehensive review of types of charitableorganizations; examines the legal issues relating tophilanthropy and philanthropic endeavors in contemporarysociety. Topics include basic income, gift, and estate taxlaws applicable to donors and to charitable organizations.


EDUC-C 620 Proseminar in Higher Education (3 cr.)This course is an introduction to the scholarly study of thefield of higher education. Students will be introduced tocurrent issues, theories, forms of inquiry, and disciplinaryperspectives relevant to the study of higher education.


EDUC-C 654 Higher Education in the United States(3 cr.) P: Master's degree.Historical development, social impact and relationships,and pattern of systems of higher education in the UnitedStates with primary attention to traditional colleges anduniversities, both public and private.


EDUC-C 655 Higher Education and Public Policy (3 cr.)Course will introduce a broad range of public policythemes associated with higher education. Topics tobe considered include roles of federal, state, andlocal governments; legislation, regulation, and policyformulation; impact of special commission reports,landmark legislation and lobbying; and other externalrelations.


EDUC-C 661 Foundations of Institutional Research(3 cr.)Provides a survey of the foundational concepts, practices,and techniques of institutional research as both a formallyorganized function and a more general approach tounderstanding and improving higher education institutionand program effectiveness.


EDUC-C 664 Higher Education Organization andAdministration (3 cr.)Issues of function, governance, management, andleadership in colleges and universities, examined primarilythrough the lens of organization theory.


EDUC-C 670 Problems in Financing Higher Education(3 cr.) P: Master's degree and C665.Examines two areas related to financing higher educationin the U.S. (1) Examines public policy issues related toeconomic costs and benefits of higher education. (2)Presents an overview of budgeting and finance issuesconfronting policy makers at the institutional level.


EDUC-C 675 Supervised College Teaching (1-3 cr.)P: Master's degree.Opportunities for advanced graduate students to teachcollege classes under close supervision and to participatein a seminar on college teaching.


EDUC-C 678 Capstone in Institutional Research (3 cr.)The IR capstone course provides students with a scholarlyunderstanding of institutional research as well as theskills and abilities required of IR practitioners. It is aproject-based course in which students complete aseries of projects and produce an electronic portfolio thatdocuments how their skills and knowledge related to thepractice of institutional research have developed throughcourse work and applied research experiences.


EDUC-C 690 Independent Study in Higher Education(1-3 cr.)Individual research or study with a Higher Educationfaculty member, arranged in advance of registration. Aone or two page written proposal should be submitted tothe instructor during the first week of the term, specifyingthe scope of the project, project activities, meeting times,completion date, and student product(s). Ordinarily, C690should not be used for the study of material taught in aregularly scheduled course.


EDUC-C 695 Academic Problems in Higher Education(3 cr.) P: C654 and C665.An examination of academic policies and practices thatdirectly affect faculty. Presents an overview of academicethics; diversity of institutions; goals and purposes;planning and decision making; governance, trustees andadministrators; academic freedom and tenure; facultyroles; student outcomes; student retention; curriculum,teaching and learning; and higher education futures.


EDUC-C 705 Legal Aspects of Higher Education (3 cr.)P: Master's degree, C654, and C665.Study of the more important state and federal courtdecisions affecting facets of the operation andadministration of universities, colleges, junior collegesand technical institutes; visible trends in the law of highereducation and the underlying philosophies.


EDUC-C 747 Practicum in Administration (6-1 cr.)P: Master's degree, C665, and Consent of Instructor.

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Application of theory and knowledge gained in classroom,in an administrative office of a college or university, or inan agency related to higher education.


EDUC-C 750 Topical Seminar (1-6 cr.) P: Master'sdegree and Consent of the Instructor.Current issues, developments, and concerns bearing onhigher education. Specific topics vary each semester.


EDUC-C 760 Internship in Administration (1-6 cr.)P: Master's degree, C665, and Consent of Instructor.Practical application of learning and skills developedduring course work by serving, under supervision, asstaff members of cooperating college, universities,governmental commissions and educational agencies.


EDUC-C 788 Seminar in Research in Higher Education(3 cr.)Study of research design, techniques, and proceduresapplicable to research problems in administration.


EDUC-C 795 Dissertation Proposal Preparation(1-3 cr.)This course is for the development of a dissertationproposal in Higher Education. Students must havethe consent of a dissertation director or prospectivedissertation director. Students should be finished or nearlyfinished with program course work.


EDUC-C 799 Doctoral Thesis in Higher Education(1-15 cr.)Credit may be earned over a period of several semesters.The thesis may be an organized scientific contributionor a comprehensive analysis of theory and practice in aspecific area.


EDUC-C 680 History of Higher Education andPhilanthropy (3 cr.)Course examines philanthropy within the history of highereducation in the U.S. Readings will introduce some classicworks so that philanthropy is understood in terms ofhistorical, social, economic, and political factors whichhave shaped colleges and universities over more thanthree centuries.level.


EDUC-C 656 American Community College (3 cr.)Areas related to student life at community colleges will beexamined; they include access, persistence, and culture.Administration, governance, and leadership together withconsideration of community colleges.

EDUC-C 665 Higher Education Administration (3 cr.)P: Master's degree. C: C654 Patterns of organization and

administration for academic, business, student, and publicrelation activities.

Higher Education and Student Affairs(U)EDUC-U 544 Introduction to Student Affairs Work inHigher Education (3 cr.)An overview of basic functions and professional issues instudent affairs work. Pertinent concepts of administrationand student development are introduced. The functionsand relationships between various student services (e.g.admissions, counseling, financial aid, housing, studentactivities, etc.) are discussed.


EDUC-U 546 Diverse Students on the College Campus(3 cr.)This course focuses on the diversity of students on thecollege campus. Readings, guest lectures, and courseassignments will be used to learn about diverse students'culture. The format will be lecture combined with classdiscussion.


EDUC-U 547 Professional Development in StudentAffairs (1-7 cr.)Supervised experience in a student affairs relatedoffice. Overview of resource management associatedwith supervision, technology in higher education, andpromising educational, teaching and leadership practices.


EDUC-U 548 Student Development Theory andResearch (3 cr.)Overview of the social psychological and student affairsliterature related to college student development.Relationships between student characteristics and collegeoutcomes are examined. Applications of psychosocial,cognitive, developmental, and person-environmentinteraction theories to student affairs work are consideredin-depth.


EDUC-U 549 Environmental Theory and Assessment(3 cr.)Selected environmental theories are examined (e.g.human aggregate, physical/architectural, campus ecology,cultural, perceptual). Various environmental assessmentapproaches for use in postsecondary settings arereviewed. Strategies for humanizing campus environmentsare examined with a particular emphasis on members ofhistorically underrepresented groups.


EDUC-U 550 Topical Seminar in College StudentPersonnel (1-3 cr.)An investigation of issues, functions and concerns whichrelate to college student personnel administration, currentissues in college student personnel, and internationalstudent concerns.

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EDUC-U 553 The College Student and the Law (2 cr.)The course provides a practical working understandingof the legal foundations that govern student/institutionrelations, investigates how these relations are interpretedby the courts, and identifies the basic factors that caninfluence a court's interpretation.


EDUC-U 556 Applying Student Development Theory toPractice (3 cr.)Selected student development theories are examined(e.g., psychosocial, cognitive, identity development) inrelation to how these theories inform professional practice.


EDUC-U 559 Seminar in Residence Life (3 cr.)Consideration of policies and procedures common toresidence life administration. Application of studentdevelopment, environmental, and organizationaldevelopment theory to residential settings.


EDUC-U 560 Internship in Student Affairs (1-4 cr.)P: Appointment to off-campus internship. Relates theory topractice through supervised experience in student affairs.

EDUC-U 580 Issues and Problems in Higher Educationand Student Affairs Administration (3 cr.)This seminar is the capstone experience for themaster's program in higher education and student affairsadministration. Case studies and readings on currentissues are used to foster integration and synthesis ofconcepts and research introduced previously in otherrequired courses.


EDUC-U 590 Independent Study or Research inCollege Student Personnel Administration (3-1 cr.)Individual research or study with a College StudentPersonnel Administration faculty member, arrangedin advance of registration. A one or two page writtenproposal should be submitted to the instructor during thefirst week of the term specifying the scope of the project,project activities, meeting times, completion date, andstudent product(s). Ordinarily, U590 should not be usedfor the study of material taught in a regularly scheduledcourse.


EDUC-U 599 Master's Thesis in College StudentPersonnel Administration (3 cr.)Repeatable for Credit: 99 credits and 99 completions

History, Philosophy, and PolicyStudies in Education (H)EDUC-H 504 History of American Education (3 cr.)

A study of education, both informal and institutional, inAmerican history leading to an understanding of presenteducational theory and practice.


EDUC-H 510 Foundations of Educational Inquiry (3 cr.)Examination of the nature and purpose of educationalinquiry with a focus on topics in social scienceepistemology.


EDUC-H 520 Education and Social Issues (3 cr.)Identification and analysis of major problems set foreducation by the pluralistic culture of American society.


EDUC-H 525 Anthropology of Education (3 cr.)The bearing of modern and contemporary anthropologicalthought and cultural theory on selected problems ofeducation; interdisciplinary approach to educationaltheory; designed for graduate students in education.


EDUC-H 530 Philosophy of Education (3 cr.)A study of representative topics in the philosophy ofeducation, indoctrination, the nature of teaching andlearning, moral issues in education, etc.


EDUC-H 538 Critical Thinking and Education (3 cr.)A philosophical examination of the role of education infostering the development of critico-creative thinking,with an emphasis on (1) techniques of reasoning; (2)methods of (formal vs. informal) logical appraisal; and theirapplication in the classroom.


EDUC-H 540 Sociology of Education (3 cr.)Examines the role of schools in society; the interactionbetween schooling as a social institution and otherinstitutions of society; the effects of society oneducational processes and practices; the functioning andcharacteristics of schools as formal organizations; and thecontribution of schooling to social system maintenanceand change.


EDUC-H 551 Comparative Education I (3 cr.)Introduction to the comparative method in the studyof educational systems in different societies. Providesstudents with conceptual and methodological tools fromthe field of education and related disciplines—such associology, political science, anthropology, and economics—for studying societal school systems in depth andmaking international and cross-cultural comparisons.


EDUC-H 552 Comparative Education II (3 cr.) P: H551.A continuation of the introductory course to comparativeeducation. Run on a seminar basis, students select an

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educational problem or a national system which theyanalyze from a comparative perspective.


EDUC-H 553 Travel Study: variable title (1-6 cr.)Provides an opportunity to conduct independent inquirywhile traveling to different areas of the United States andforeign countries.


EDUC-H 560 Education and Change in Societies (3 cr.)Analysis of the role of education and literacy in nationaldevelopment, modernization, and change processes.Compares the historical role schools have played inthe growth of industrialized countries with presentdemands placed on educational systems in the developingcountries.


EDUC-H 590 Independent Study or Research inHistory, Philosophy, and Comparative Education(1-3 cr.)Individual study arranged in advance of registration.


EDUC-H 600 Concepts and Arguments in Education(3 cr.)The use of philosophic resources in the analysis of thegrounds and reasons for educational claims.


EDUC-H 601 Historical Inquiry in Education (3 cr.)Methodology of historical inquiry in education, includingselection and definition of topics, collection and verificationof data, interpretation of evidence, and art of historicalwriting.


EDUC-H 603 Classics in Philosophy of Education(3 cr.)Selected readings from authors such as Plato, Aristotle,Aquinas, Descartes, Kant, and Nietzsche.


EDUC-H 620 Seminar in Educational Policy Studies(3 cr.)Critical study of educational policy and the related field ofeducational planning. Relates educational policy to socialpolicy, science policy, and communication policy withina social system; and to what consequently happens ina system's classrooms. Introduction to some tools andapproaches to policy design and educational planninghere and abroad.


EDUC-H 622 Seminar: Issues in Education Policy(3 cr.)Critical study of contemporary issues of educationpolicy research with a special emphasis on policyimplementation. The emerging policy agendas in K-12,

higher education, and international education areconsidered. This course complements H620, Seminar inEducation Policy Studies.


EDUC-H 623 Education Policy Research Seminar(1 cr.) P: Admission to education policy studies major orminor.Discussion of faculty, student, and other experts' researchon education policy.


EDUC-H 631 Social and Political Philosophy andEducation (3 cr.)Methods and concepts of social and political philosophyrelative to educational issues.


EDUC-H 637 Topical Seminar (3 cr.) P: Consent ofInstructor. Critical examination of a problem area in historyof education or comparative education that has beenextensively studied by the instructor.

EDUC-H 638 Aesthetics and Education (3 cr.)Selected topics in philosophical aesthetics as they relateto aesthetic appreciation, art criticism, and art productionor performance as educational objectives.


EDUC-H 650 Theory of Knowledge and theEducational Process (3 cr.)Consideration of theories of knowledge as they relateto educational objectives, methods of instruction andcurriculum organization.


EDUC-H 657 Topics in Philosophy of Education (3 cr.)Critical examination of a philosophy of education problemarea which has been intensively studied by the instructor.


EDUC-H 710 Advanced Study in Philosophy ofEducation (3 cr.)Selected topics in logic of significance to education.Offered once every two years.


EDUC-H 795 Dissertation Proposal Preparation(1-3 cr.)This course is for the development of a dissertationproposal in history, philosophy, and policy studiesin education. Students must have the consent of adissertation director or prospective director to enroll.Students should be finished or nearly finished withprogram course work.


EDUC-H 750 Topical Inquiry Seminar in History ofEducation (3 cr.)

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Consideration of theoretical or research problems in theconduct of inquiry (especially dissertation studies) in thehistory of education.


EDUC-H 799 Doctoral Thesis in the History ofPhilosophy of Education (1-15 cr.)Credit may be earned over a period of several semesters.The thesis may be an organized scientific contributionor a comprehensive analysis of theory and practice in aspecific area.


EDUC-H 599 Master's Thesis in Historical,Philosophical, and Comparative Studies in Education(1-3 cr.)Repeatable for Credit: 99 credits and 99 completions

EDUC-H 603 Classics in Philosophy of Education(3 cr.)Selected readings from authors such as Plato, Aristotle,Aquinas, Descartes, Kant, and Nietzsche.


Inquiry Methodology (P, Y)EDUC-Y 500 Computer Laboratory and Consultationfor Educational Statistics (1 cr.) C: Corequisites willinclude (for varying semesters): Y502, Y520, Y603, Y604,Y612, Y613 and others as designated by the faculty.This laboratory course is designed to accompanyspecific courses in educational inquiry. Use of researchsoftware, interpretation of analysis results, and conceptualdiscussion of corresponding concepts and principles areincluded in this laboratory. This course will include course-related consultation. The management and use of largedata sets may be included in some laboratory offerings.


EDUC-Y 502 Intermediate Statistics Applied toEducation (3 cr.) P: Basic mathematical and algebraskills, and knowledge of research concepts as might belearned in an introductory statistics or research course.Review of descriptive statistics; correlation and regression;multiple regression; inferential statistics e.g., t-test;analysis of variance; one- and two-way factorial designs;analysis of covariance; and categorical data analysis e.g.,chi-square.


EDUC-Y 510 Action Research I (3 cr.) (This is not a coreinquiry course for Ph.D. students.)An introduction to the basic philosophy and methods ofaction research. Students will design an action researchproject and write a proposal. Students will learn howto conduct action research. This course emphasizesthe selection of an area of focus, collection of data,organization, analysis and interpretation of data, as well asdecisions about the appropriate actions to take based onfindings.


EDUC-Y 515 Foundations of Educational Inquiry (3 cr.)Examination of the nature and purpose of educationalinquiry with a focus on topics in social science/epistemology.


EDUC-Y 520 Strategies for Educational Inquiry (3 cr.)Introductory course intended to orient beginning graduatestudents to the conduct of social science inquiry in generaland educational inquiry in particular and to acquaint themwith key terms and generally accepted procedures inqualitative and quantitative inquiry.


EDUC-Y 521 Methodological Approaches toEducational Inquiry (3 cr.)Introduction to the various methodological approachesto the conduct of social sciences inquiry in generaland educational inquiry in particular. Focus on theepistemological implications of methodological choices.


EDUC-Y 525 Survey Research Methodology (3 cr.)P: Y520 or Y521 and Y502.This course introduces students to social survey research,with particular emphasis on questionnaire design. Specifically the educational goals for the course include: 1) designing survey items that match research questionsand plans for analysis, 2) understanding concepts,terminology related to questionnaire design and thefundamental steps of conducting survey research, 3)critical reading of survey research, 4) developing anawareness of current issues and important problems inquestionnaire design, and 5) developing a theoreticaland epistemological framework within to understand theambitions, limitations, and history and practice of surveyresearch.


EDUC-Y 527 Educational Assessment andPsychological Assessment (3 cr.) P: P501 and Y520.Theoretical foundations for assessing educationaland psychological constructs, with application to testsand alternative assessment procedures; methods forestimating reliability and validity; and techniques for scaleconstruction, including attitude, personality, interest,aptitude, and performance.


EDUC-Y 530 Topics in Computer Analysis ofEducational Data (1-3 cr.) P: Y502 or equivalent.Use of computers in educational research. Topics includeoperating systems, file generation and management,screen editing, packaged statistical programs, batch andinteractive operation, libraries of statistical procedures,microcomputer applications, and library-related computingresearch tools.


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EDUC-Y 535 Evaluation Models and Techniques (3 cr.)P: Y520 or equivalent.An overview of evaluation as an inquiry process, includinga discussion of the history of evaluation and the state ofthe art. Frameworks and models for planning evaluationstudies are discussed and applications are demonstrated.Criteria for evaluating studies, steps for writing evaluationproposals and reports, and techniques for the collection ofinformation are discussed.


EDUC-Y 590 Independent Study or Research in InquiryMethodology (1-3 cr.) P: Y520 or equivalentIndividual research or study with an Inquiry facultymember, arranged in advance of registration. A one or twopage written proposal should be submitted to the instructorduring the first week of the term specifying the scope ofthe project, project activities, meeting times, completiondate, and student product(s). Ordinarily, Y590 shouldnot be used for the study of material taught in a regularlyscheduled course.


EDUC-Y 600 Methodological Implications of Socialand Psychological Theories (3 cr.)Introduction to social psychological theories that informcurrent methodological theory and practice including thosedeveloped by Freud, Piaget, Levi-Strauss, Webber andMarx. This introduction forms the basis of an explorationof methodological concepts such as validity and inferencein terms of their social and psychological foundations.


EDUC-Y 603 Statistical Design of EducationalResearch (1-3 cr.) P: Y502 or Consent of Instructor.Topics covered include distribution of random variables,estimation, statistical hypotheses, and analysis of trenddata. Also included is analysis of variance: groups-withintreatments, simple factorial, split plot, mixed, nested, andother higher dimensional analysis.


EDUC-Y 604 Multivariate Analysis in EducationalResearch (3 cr.) P: Y502 or Consent of Instructor.Multivariate normal distribution, multivariate correlationalanalysis, covariance matrix, testing hypotheses ofcovariance matrices, principal components and factoranalysis, canonical correlations and variables, multiplediscriminant functions.


EDUC-Y 611 Qualitative Inquiry in Education (3 cr.)P: Y520 or Y521, or Consent of Instructor.Examination of qualitative approaches to educationalinquiry (e.g. case study, naturalistic inquiry, educationalanthropology, educational connoisseurship and criticism).Exploration of methods for collecting and analyzingqualitative data, criteria for field studies, and approachesto writing up field studies.


EDUC-Y 612 Critical Qualitative Inquiry I (3 cr.) P: Y520or Y521.This first course in the sequence provides an introductionto critical social theory as it emerges through the contextof qualitative research. Students begin correspondingfield work, including both data collection and analysis.


EDUC-Y 613 Critical Qualitative Inquiry II (3 cr.)P: Y612.This second course in the sequence continues theexploration of social theory and methodology by providingan opportunity for students to follow through on fieldworkand analysis started in EDUC-Y 612 and by examiningsome theory left implicit in EDUC-Y 612. The course willinclude opportunities to begin writing methodological tests.


EDUC-Y 617 Psychometric Theory (3 cr.) P: Y502 andY527.Study of psychometric theories and procedures, includingderivation of reliability and validity indices, and statisticaltechniques for advanced test analysis; critical review ofissues in educational and psychological assessment.


EDUC-Y 624 Discursive Psychology Approaches toDiscourse Analysis (3 cr.) P: Y615 C: Y615This course is to provide an introduction to discursivepsychology approaches to discourse analysis. This isboth a theoretical and methodological approach forunderstanding naturally-occurring language use, or talk-in-interaction. In this course, we will focus on both thetheoretical foundations and analytical implications of adiscursive psychology (DP) approach to data analysis.


EDUC-Y 630 Narrative Theory and Inquiry (3 cr.)P: Y611 or Y612.Examines narrative theory and its connection to narrativeapproaches to inquiry. Explores the use of narrative inqualitative inquiry, and practices methods of collecting andanalyzing narrative data.


EDUC-Y 631 Discourse Theory and Analysis (3 cr.)P: Y611 or Y612.Examines the roots of discourse analytic field in qualitativeresearch. Explores current trends in discourse theory andanalysis. Examines exemplars and provides opportunitiesto engage in discourse analytic methods.


EDUC-Y 633 Feminist Theory and Methodology (3 cr.)P: Y611, Y612, or Y615. C: Y611, Y612, or Y615.Students will explore various iterations of feminist theoryacross an international spectrum in order to understandhow feminist theory critiques enlightenment problematics,examining the epistemological aspects of feminist theoriesand their methodological implications. Students will

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engage in feminist research and reflect on feministtheoretical principles through the project.


EDUC-Y 635 Methodology of Educational Evaluation(3 cr.) P: Y535 or Consent of Instructor.Multidisciplinary methods for organizing, collecting,and processing evaluative information; presentationof problems in evaluation methods of inquiry and useof methods from other disciplines to alleviate theseproblems. Emphasis will be on the transfer of appropriatemethods and techniques to evaluation problems.


EDUC-Y 637 Categorical Data Analysis (3 cr.) P: Twostatistics courses at the graduate level (i.e., Y502 & Y604),or Consent of Instructor.The analysis of cross-classified categorical data. Loglinear models, regression models in which theresponse variable is binary, ordinal, nominal, or discrete. Logit, probit, multinomial logit models; logistic and Poissonregression. Course is equivalent to STAT-S 637.


EDUC-Y 639 Multilevel Modeling (3 cr.) P: Two statisticscourses at the graduate level (i.e., Y502 & Y604), orConsent of Instructor.Introduction to the general multilevel model and anemphasis on applications. Discussions of hierarchicallinear models, and generalizations to nonlinear models. How such models are conceptualized, parametersestimated and interpreted. Model fit via software. Major emphasis throughout the course will be on howto choose an appropriate model and computationaltechniques.Course is equivalent to STAT-S 639.


EDUC-Y 645 Covariance Structure Analysis (3 cr.)P: Two statistics courses at the graduate level (i.e., Y502and Y604), or Consent of Instructor.Path analysis, introduction to multivariate multipleregression, confirmatory factor analysis, and latentvariables. Structural equation models with and withoutlatent variables. Mean-structure and multi-group analysis.Course is equivalent to STAT-S 645.


EDUC-Y 650 Topics in Educational InquiryMethodology (3 cr.) P: 6 hours of basic inquirymethodology course work.Advanced study of research and theory on selected topicsin qualitative or quantitative inquiry methodology.


EDUC-Y 655 Longitudinal Data Analysis (3 cr.) P: Twostatistics courses at the graduate level, or Consent ofInstructor.Introduction to methods for longitudinal data analysis;repeated measures data. The analysis of change-modelsfor one or more response variables, possibly censored.Association of measurements across time for both

continuous and discrete responses. Course is equivalentto STAT-S 655.


EDUC-Y 660 Affinity Research Group (1-6 cr.)P: Consent of Instructor.Study and Research support groups formed on thebasis of mutual interests to generate new curriculumand research projects integrating previous course workunder the guidance of a faculty member. The work ofthese groups could continue over the course of severalsemesters to develop research papers, presentations,books or conduct empirical research as a team.


EDUC-Y 671 Knowledge, Reflection and Critique inMethodological Theory (3 cr.) P: Y611 or Y612.This course examines the concept of reflection inepistemological theories as these have historicallydeveloped from Kant to the contemporary period. Kant's philosophy introduced reflection on the theoryof knowledge through development of transcendentallogic. Less visible traditions in epistemology took Kant'sinsights in many different directions: hermeneutics, criticaltheory, psychoanalytic theory and the cognitive and moraldevelopment theories of Piaget, Vygotsky and Kohlberg. This history will be covered in the course, with directapplications of relectionate research methodology. (taughtpreviously under Y650).


EDUC-Y 672 Communicative Action Theory (3 cr.)P: Y611 or Y612.This course focuses on both volumes of Habermas'Theory of Communicative Action Volumes One and Two. The Theory of Communicative Action (TCA) has directimplications for all social research both in methodologicaland substantive ways. Methodology, TCA provides a coretheory of reason and validity, action and meaning andbifurcated concepts of the social (lifeworld and system)having implications for research design and data analysis. Substantively, the theory of communicative action issuggestive for research questions and determines thevocabulary through which articulate findings. (taughtpreviously under Y650).


EDUC-Y 673 Discursive Psychology as Theory (3 cr.)Discursive psychology is a theory of language as actionthat explores how psychological constructs are madevisible in talk and text. Students will explore the theoreticalprinciples and epistemological bases for engaging indiscourse methodology. Students will examine theoreticaltexts and the ideas that compel researchers who arecommitted to discursive psychology.


EDUC-Y 690 Advanced Independent Study in InquiryMethodology (1-3 cr.) P: Consent of Instructor.Individual research with an Inquiry faculty memberon an advanced methodology topic, arranged priorto registration. A short proposal should be submitted

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during the first week specifying the scope of the project,completion date, and products. Y690 is not for materialtaught in a regularly scheduled course.


EDUC-Y 750 Topical Seminar in Educational InquiryMethodology: variable title (3 cr.) P: 9 credit hours ofpertinent 500- and 600-level inquiry courses.Study of selected advanced methodological topicsencountered in educational research and exploration ofrecent developments in inquiry methods.


EDUC-Y 799 Doctoral Thesis in Inquiry Methodology(1-12 cr.)Credit may be earned over a period of several semesters.The thesis may be an organized scientific contributionor a comprehensive analysis of theory and practice in aspecific area.


EDUC-Y 795 Dissertation Proposal Preparation(1-3 cr.)This course is for the development of a dissertationproposal in program areas in education which do notcurrently offer such a course. Students must have theconsent of a dissertation director or prospective director toenroll. Students should be finished or nearly finished withprogram course work.


EDUC-Y 501 Quantitative Analysis for EducationalLeaders (3 cr.)Quantitative data analysis course for EducationalLeadership Ed. D. program. Topics include descriptivestatistics and elementary inferential statistics. The courseis a combination of lectures, problem solving, articlediscussion and hand-on data analysis and interpretationexercises using appropriate software. Focus on contentand data relevant to educational leadership and schools.


EDUC-Y 610 Computer Program for EducationResearch (3 cr.)Not Repeatable for Credit

EDUC-Y 620 Seminar in Research Design (3 cr.)Not Repeatable for Credit

EDUC-Y 627 Seminar in Educational andPsychological Measurement (3 cr.)Not Repeatable for Credit

EDUC-Y 638 Multilevel Modeling (3 cr.)This course is designed to address the handling of datathat are sampled from multilevel (hierarchical) structures,where data would otherwise violate the assumption ofindependence of observation --- an assumption that ismade with most statistical procedures.


In-Service Education (W)EDUC-W 505 Professional Development Workshop(1-6 cr.)Workshop to meet specific professional needs.


Instructional Systems Technology (R)EDUC-R 503 Instructional Media Applications (3 cr.)Surveys the characteristics of widely used audiovisualmedia (e.g. slides, film, video) and technologies ofinstruction (e.g. programmed instruction, simulation/gaming, computer-assisted instruction). Providesguidelines for selecting media and techniques. Developsmedia presentation skills. For IST majors, does not counttoward the minimum credit-hour requirement.


EDUC-R 505 Workshop in Instructional SystemsTechnology (1-6 cr.)Topical workshops on selected media/technologyemphasizing hands-on experience. Content will vary; e.g.multi-image, microcomputers, simulations/games. This isa service course that may or may not be applicable to ISTmajors depending on workshop topic and content.


EDUC-R 511 Instructional and PerformanceTechnologies Foundations I (3 cr.)Introduction to the field, theory, and profession ofinstructional and human performance technologies,including definitions, history of the field, and current trendsand issues. Includes participation in discussions devotedto broadening understanding of instructional and humanperformance technology field and career opportunities.


EDUC-R 519 Effective Writing for InstructionalTechnology (3 cr.)The major emphasis of the course is reader-centeredwriting in the creation of instructional materials.Additionally, students will develop skills in writing businessas well as technical proposals and reports using suitablydirect and simple language.


EDUC-R 521 Instructional Design and Development I(3 cr.)Introduces the instructional systems development process,from analysis through evaluation and implementation,and includes practice in all phases. Emphasizes designissues such as classification of learning tasks, selectionof instructional strategies, and development of prototypes.Students practice the design of effective and appealinginstruction based on principles from instructional theory.


EDUC-R 522 Instructional Design and Development II(3 cr.)

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Explores in-depth the components of the instructionaldevelopment process, focusing on design issues:classification of learning tasks, selection of instructionalstrategies and tactics, and construction of prototypes.Students practice the design of effective and appealinginstruction based on principles from instructional theory.


EDUC-R 541 Instructional Development andProduction Process I (3 cr.) P: R521.Given a design plan for a simple interactive product,student teams are introduced to the entire multimediaproduction process. Emphasizes basic skills in: writing,graphic design, interface design, scripting, prototyping,editing, formative evaluation, quality assurance andcomplementary teamwork. Laboratory use of text, stillimage, authoring and presentation software.


EDUC-R 542 Instructional Graphics Design (3 cr.)Introduction to instructional graphics design. Promotesvisual thinking and problem solving with an emphasis onmultimedia based applications for instructional learningenvironments. Focuses on message design principles,specifically as they relate to graphic design. Explores thephilosophy and use of appropriate technology.


EDUC-R 546 Instructional Techniques to FacilitateThinking, Collaboration, and Motivation (3 cr.)Students in this course will learn how to develop learningenvironments that stimulate critical thinking and creativity,and that promote cooperative learning and motivation. Tohighlight method similarities and differences and to linktheory to practice in each area, scientifically researchedstrategies and programs will be illustrated through hands-on activities.


EDUC-R 547 Computer-Mediated Learning (3 cr.)P: R521 and R541.Intermediate level course on design, development andformative evaluation of computer assisted instruction(CAI) programs. Instructional design strategies based onresearch on effective CAI are emphasized. Students useCAI software development tools to create and evaluateinteractive lessons including questions for assessinglearning achievement.


EDUC-R 551 Learning in Organizations (3 cr.)This course centers on theories, frameworks, models,and cases for learning in organizations to support theworkplace learning and performance improvement.Organizational learning, learning organizations,organizational knowledge, and knowledge managementare covered as key elements of learning in organizations.


EDUC-R 561 Evaluation and Change in theInstructional Development Process (3 cr.)

The course focuses on evaluation of instructional productsas they are developed during each major stage of theinstructional systems development process. The coursealso focuses on change theory and principles as theyrelate to adoption and use of instructional products.


EDUC-R 563 Human & Organization PerformanceEffectiveness (3 cr.) P: R561.Overview of key principles to guide instructional designers,HRD professionals, managers, and organizationdevelopment consultants throughout the life cycle of anyproject to improve human performance effectiveness.Explores the business dimensions of training andperformance improvement, and links the consultativeprocess to these dimensions. Includes project planning,analysis, intervention design, instructional design,implementation and project evaluation.


EDUC-R 580 Instructional Systems TechnologyColloquium (.5 cr.)Students and faculty participate weekly in a colloquiumwhich begins with a presentation on a substantive topic,followed by an open discussion. Presenters includeIST faculty, practicing professionals, and IST doctoralstudents.


EDUC-R 586 Practicum in Instructional SystemsTechnology (1-3 cr.) P: R521 and R541.The development of practical competencies in suchcomponents of instructional technology as development,production, materials evaluation, and project managementand implementation. One credit hour requiresapproximately 48 hours of laboratory and/or independentwork.


EDUC-R 590 Independent Study or Research inInstructional Systems Technology (1-3 cr.)Individual research or study with an Instructional SystemsTechnology faculty member, arranged in advance orregistration. A one or two page written proposal shouldbe submitted to the instructor during the first week of theterm specifying the scope of the project, project activities,meeting times, completion date, and student product(s).Ordinarily, R590 should not be used for the study ofmaterial taught in a regularly scheduled course.


EDUC-R 611 Instructional Technology Foundations II(1 cr.) P: R511.An in-depth study of the field, theory, and professionof instructional technology, including the evaluation ofresearch questions in the field of instructional technology.


EDUC-R 613 Theoretical Bases of OrganizationalPerformance (3 cr.)

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A survey course focusing on organizational theory (OT)and culture(s) that support and contribute to performanceand effectiveness in organizational settings. Emphasisis placed on integrating various theories (classic andcontemporary) to build a coherent understanding ofperformance outputs at the individual, group, andorganizational levels.


EDUC-R 620 Task and Process Analysis forPerformance Improvement (3 cr.) P: R521.Examination of the principles and practices used in theanalysis of various processes and tasks in organizationalsettings. Study of task configurations, taxonomies for taskclassifications and task sequencing related to jobs andwork processes. Particular emphasis is placed on jobanalysis including: procedural task analysis, systems taskanalysis, and knowledge task analysis.


EDUC-R 621 Analysis for Instruction and PerformanceImprovement (3 cr.) P: R521.This course centers on concepts, cases, and practicesof analyzing needs in organizations. The identificationof needs is a starting point for organizational andinstructional development activities. The process ofconducting needs analysis has a greater impact onperformance improvement by attending to the context inthe organization.


EDUC-R 622 Learning Environments Design (3 cr.)P: R521.Principles and practice of environmental design. Studyof interrelationships among environmental variables.Use of decision models in the design process. Design,construction, and testing of learning environmentsrepresenting alternative profiles of variables.


EDUC-R 625 Designing Instructional Systems (3 cr.)P: R521.An advanced course in instructional development.Students work in small groups to solve real or simulatedinstructional problems of substantial scope. Requiresapplication of principles of planning, analysis, design,production, evaluation, implementation, and management.Design decisions derive from theory and research.


EDUC-R 626 Instructional Strategies and Tactics(3 cr.) P: R521.This course is an elaboration on the instructionalstrategies portion of R522. It helps students developa deeper understanding of instructional theory and agreater ability to create effective, efficient, and appealinginstruction in any content area for any audience and withany medium, including live instruction.


EDUC-R 630 Learner Analysis in the InstructionalTechnology Process (3 cr.) P: R521.Methods for utilizing student information in theinstructional technology process. Use of criterion-referenced instruments to diagnose entry behavior andplace students in the instructional environment. Useof task and aptitude information to create differentiallyeffective mediated treatments.


EDUC-R 641 Instructional Development andProduction Process II (3 cr.) P: R541.Given an instructional problem, student teams createa design plan for an interactive product, and completethe instructional development process. Emphasizesintermediate skills in: writing, graphic design, interfacedesign, scripting, prototyping, editing, formativeevaluation, quality assurance and teamwork. Laboratoryuse of audio and motion video software.


EDUC-R 660 Change Management, Consulting, andGroup Training (3 cr.) P: R561.Studies the social and psychological principles relevantto understanding the processes of change. Considerationof the psychological principles of perception, motivation,and learning and the social-psychological forces ofinterpersonal and small group dynamics. Integration ofthese principles into consulting and working with groups intraining and development settings.


EDUC-R 665 Managing Training and DevelopmentProjects (3 cr.) P: R511 and R521.This course addresses the planning and managementof successful training and development projects. Topicalareas include organizational issues, managing humanresources, team structures, defining project requirements,and quality assurance. Tools will be utilized to enhanceproject planning, scheduling, monitoring, and control,including software designed to support project managers.


EDUC-R 667 Educational Systems Design (3 cr.)This course introduces students to the opportunities andchallenges of systemic restructuring in education. It isconcerned with both product and process issues: whatan educational system should be like for a post-industrialinformation-age society, and what process will mostfacilitate transformation to such a system.


EDUC-R 678 Emerging Learning Technologies (3 cr.)Learning technologies are generating waves ofopportunities across educational settings and learningenvironments. Topics include open educationalresources, collaborative technologies, digital books, virtualeducation, adventure learning, mobile learning, and othertechnologies as they emerge. Course will include hands-on tasks with much choice and options that offer broadand deep understanding.

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EDUC-R 685 Topical Seminar in Instructional SystemsTechnology (1-3 cr.) P: Consent of Instructor.Intensive study and discussion of a specific topicof current interest in the theory and/ or practice ofinstructional technology.


EDUC-R 686 Internship in Instructional SystemsTechnology (3-6 cr.) P: R511, R521, and R541.To be completed during the final stages of a degreeprogram. Provides an opportunity for students to gainprofessional experience in a work situation appropriate totheir career goals. Students are assigned to a cooperatingagency and work in consultation with an IST facultyinternship coordinator.


EDUC-R 690 Application of Research Methods toInstructional Systems Technology Issues (3 cr.)Problems of research are taken up with special emphasison research designs for instructional systems technology.Students participate in the various aspects of a researchproject, including the writing of a research report. Thiscourse is part of IST inquiry sequence and serves as IST'sdoctoral linkage courses.


EDUC-R 695 Topical Inquiry Seminar in InstructionalSystems Technology variable title (3 cr.) P: R690.Problems of research are taken up with special emphasison research designs for instructional systems technology.Students partake in the various aspects of a researchproject, including the writing of a research report. Thiscourse is part of IST inquiry sequence and serves as IST'sdoctoral linkage course.


EDUC-R 699 Specialist Project in InstructionalSystems Technology (1-3 cr.) P: No more than 15 credithours remaining and completion of most specialist coursework.Individual instructional technology project serving as theculminating experience in the specialist degree program.The project will be presented and evaluated at a finalmeeting with the student's advisory committee.


EDUC-R 711 Readings in Instructional Technology(3 cr.) P: R511, R521, R541, R561, and the majority ofdoctoral courses completed.Selected advanced readings in instructional technologyand related fields with guidance from members of the ISTfaculty. S/F grading.


EDUC-R 741 Instructional Development andProduction Process III (3 cr.) P: R641.Working with a client, student teams conduct theentire instructional design and development process.

Emphasizes advanced skills in writing, graphic design,interface design, scripting, prototyping, editing, formativeevaluation, quality assurance, and teamwork. Laboratoryuse of multimedia software development tools as required.


EDUC-R 745 Development/Production RoleSpecialization (3 cr.) P: R741Advanced practice and in-depth study of instructionaldesign, interface design, graphic design, authoring,evaluation, or project management. Students specializein one of these roles on an R641 or R741 productdevelopment team. Students receive individualizedcoaching in their specialized roles.


EDUC-R 780 Instructional Systems TechnologyResearch Colloquium (.5 cr.) P: Doctoral student status.The emphasis of this colloquium is on researchmethodologies in the field of IST. Faculty and studentswill meet to discuss research being conducted within theIST department and review research discussed in theliterature. May be repeated for a maximum of one credit.


EDUC-R 795 Dissertation Proposal Preparation inInstructional Systems Technology (1-3 cr.) P: R690,R695, and approved program of studies.This course is for the development of a dissertationproposal in instructional systems technology. Studentsmust have the consent of a dissertation director orprospective director to enroll. Students should be finishedor nearly finished with program course work. S/F grading.


EDUC-R 799 Doctoral Dissertation in InstructionalSystems Technology (1-15 cr.) P: R795 may be takenconcurrently, draft prospectus, and approval of facultymember who agrees to serve as director.Credit earned over more than one semesters. Involvesindividualized study. For Ph.D., reflects the abilityto conduct an original piece of research. For Ed.D,may involve significant work in evaluation, programdevelopment, description, or other suitable studies ofprofessional practice. S/F grading.


Learning and DevelopmentalSciences / Educational Psychology(P)EDUC-P 507 Assessment in Schools (3 cr.)Introductory assessment course for teachers and schooladministrators. Topics include principles of assessment,formal and informal classroom assessment instrumentsand methods, formative and summative assessment,interpretation and use of standardized test results, socialand political issues in assessment, use of student databases in schools.


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EDUC-P 510 Psychology in Teaching (2-3 cr.)Basic study of psychological concepts and phenomenain teaching. An analysis of representative problems andof the teacher's assumptions about human behavior andits development. Intended for current and prospectiveclassroom teachers who are working toward a master'sdegree.


EDUC-P 513 Gerontology: MultidisciplinaryPerspectives (3 cr.)This course utilizes gerontological and developmentalframeworks to examine public health and aging in theareas of biology and health, psychology, sociology, andsocial policy. Students consider aging outcomes, bothintrinsic and contextual, through critical thinking andempirical research. Students analyze ageist assumptions,stereotyping, prejudice, and discrimination.


EDUC-P 514 Life Span Development: Birth to Death(3 cr.)A survey course of human development from infancythrough old age, emphasizing the life span perspective ofdevelopment. Classical stage theorists, current popularconceptions, major research findings, and educationalimplications from all life stages from birth to death.


EDUC-P 515 Child Development (3 cr.)Major theories and findings concerning humandevelopment from birth through the elementary years asthey relate to educational and clinical practice. Topicsinclude: biological development, cognitive development,language acquisition, emotional and social development.


EDUC-P 516 Adolescent Development (3 cr.)Examination of major theories and findings concerningbiological, cognitive, social, and emotional developmentduring adolescence, emphasizing educational and clinicalimplications. Topics may include: puberty and adolescenthealth, identity development, decision-making, the roleof families, peers and romantic relationships, schoolsand achievement, and socioemotional problems inadolescence.


EDUC-P 517 Adult Development and Aging (3 cr.)Psychological development in early, middle, and lateadulthood with a focus on counseling adults. Topicsinclude developmental research methods, diversity,relationships, work, leisure, retirement, coping, and mentalhealth interventions. This online human developmentcourse takes an interdisciplinary, process-orientedperspective on the theories and research in adultdevelopment and aging.


EDUC-P 518 Social Aspects of Aging and AgingFamilies (3 cr.)

Relate social theories and science of aging tounderstanding heterogeneity, inequality and thesocial context of aging. Consider the social, financial,familial, and resource needs and issues of olderindividuals. Critically analyze current social events andthe contemporary responses of public health and socialsystems.


EDUC-P 521 Emerging Adulthood (3 cr.)This course examines major theories and findingsconcerning the developmental period betweenadolescence and adulthood, emphasizing educational andclinical implications. Research on changing relationshipswith parents, peers and romantic partners, highereducation, transition to work, and socioemotionalproblems during emerging adulthood will be reviewed.


EDUC-P 540 Learning and Cognition in Education(3 cr.)Survey of theoretical positions in the areas of learning andcognition, with emphasis on their relevance for the designof classroom learning situation.


EDUC-P 545 Educational Motivation (3 cr.)This course examines a variety of theories of humanmotivation in educational settings, focusing onthose theories that have practical application forteachers of kindergarten through post-secondaryeducation. The course includes an examination of thedevelopment of achievement and intrinsic motivation andfocuses specifically on the anxious, apathetic, and/orunderachieving student as well as other problem students.Teachers will gain knowledge and skills in understandinghow students' needs motivate them to learn or causeproblems.


EDUC-P 574 Topical Seminar in Learning Science(1-3 cr.)Special topic seminars by learning science faculty orvisiting scholars. Potential topics include higher educationpedagogy, embodied cognition, gaming/simulation inproblem solving.


EDUC-P 590 Independent Study or Research inEducational Psychology (1-3 cr.)Individual research or study with an EducationalPsychology faculty member, arranged in advance ofregistration. A one or two page written proposal shouldbe submitted to the instructor during the first week of theterm specifying the scope of the project, project activities,meeting times, completion date, and student product(s).Ordinarily, P590 should not be used for the study ofmaterial taught in a regularly scheduled course.


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EDUC-P 624 The Biology of Behavior: Implications forEducational & Clinical Practice (3 cr.) P: 12 hours ofgraduate course work.Research in developmental psychobiology applied toeducational practice and to clinical practice in schoolpsychology and counseling psychology. Including theimplications of genetics, endocrinology and neuroscienceresearch in the development of attention, memory, self-regulation, language, reading, mathematics, temperament,emotions/depression, attachment, and aggression.


EDUC-P 625 Family Processes and Child/AdolescentDevelopment (3 cr.) P: 12 hours of graduate coursework.Areas of family process are examined in relation to childand adolescent development. These include the parentingsubsystem (attachment, styles, beliefs, practices, andcorporal punishment), the martial subsystem (conflict,divorce, remarriage), and the family system. The effectsof child temperament, culture, and poverty will beemphasized. Implications of theory and research foreducational and clinical practice will be emphasized.


EDUC-P 631 Theorizing Learning in Context (3 cr.)P: P572.The course examines and analyzes the fundamentalideas about learning and knowing that engage the field.Specifically, this course will consider four aspects ofknowing and learning: epistemological perspectives,cognitive development, motivation, and learning theory.


EDUC-P 632 Designing for Learning in Context (3 cr.)P: P572.Course examines current design frameworks based oncontemporary learning theory, experiencing exemplarylearning environments, and understanding the resultingresearch. The goal of this course is the ability to designlearning environments that have a local impact on thelearners as well as a scholarly impact.


EDUC-P 633 Capturing Learning in Context (3 cr.)P: P572.The course examines theories and methods for capturing,supporting, and assessing knowing and learning as itoccurs in context, in order to build theory while refiningpractice. Each student will carry out and documentknowing and learning in at least one context using at leasttwo different methods to capture learning.


EDUC-P 640 Thinking and Learning in Social Contexts(3 cr.) P: P525, P530, P540, P550, or equivalent of any ofthese.Examines social contexts literature relevant to creatingeffective learning environments and guiding learnerpsychological development. Emphasis on socioculturaltheories of mind and learner centered psychology. Topicsmay include social interaction and classroom discourse,cooperative learning, scaffolded instruction, cognitive

apprenticeships, inter-subjectivity and problem-basedlearning.


EDUC-P 645 Single Case Research Methodology inEducation and the Behavioral Sciences (3 cr.)Course will teach students how to design and implementsingle case research. Course covers various types ofdesigns used in single case research. The course willteach students how to identify and control for threats tointernal validity, and to establish experimental control byminimizing the effects of extraneous variables.


EDUC-P 650 Topical Seminar in EducationalPsychology (1-3 cr.)An intensive advanced study of research and theory onselected topics.


EDUC-P 681 Psychology of Cultural Diversity: Equityand Opportunity in Public Education (3 cr.) P: 12 hoursof graduate course work in psychology or permission ofinstructor.Addresses the history and context of racial andsocioeconomic disparities in public education andmethods for addressing these inequities. Data on racialtest score gap and minority overrepresentation in specialeducation are studied. Several education subsystems areconsidered as possible sources of educational inequity,including curriculum, discipline practices, and teacherexpectations. The course includes examination of thehistory and influence of race and racism in the U.S., theconcept of white privilege, and an exploration of role-specific strategies for improving equity in public education.


EDUC-P 682 Developmental Psychopathology ofChildhood and Adolescence (3 cr.)Emphasis on a developmental approach to understandingpsychopathology of childhood and adolescence. Studentswill learn about emotional, behavioral, developmental, andeducational problems of children and adolescents overtime, their stability and change, and risk and protectivefactors. Discussion of current research and practicalapplications are included.


EDUC-P 690 Independent Study in EducationalPsychology (1-3 cr.)Reading and/or research directed by an educationalpsychology faculty member.


EDUC-P 795 Dissertation Proposal Preperation(1-3 cr.)This course is for the development of a dissertationproposal in Educational Psychology. Students musthave the consent of a dissertation director or prospectivedissertation director. Students should be finished or nearlyfinished with program course work.

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EDUC-P 799 Doctoral Thesis in EducationalPsychology (1-15 cr.)Credit may be earned over a period of several semesters.The thesis may be an organized scientific contributionor a comprehensive analysis of theory and practice in aspecific area.


Literacy, Culture, and LanguageEducation (L)EDUC-L 500 Instructional Issues in LanguageLearning (3 cr.)This course reviews the principles and the currentinstructional issues related to learning a first or secondlanguage. Besides the general issues of effects of theenvironment, developmental states, and basic instructionalmethodologies, relationships among reading education,English education and second language education will beexplored.


EDUC-L 501 Critical Reading in Content Areas (3 cr.)Analyzes and applies to reading various theories andmodels of thinking; presents teaching/learning strategiesfor developing critical reading; evaluates instructionalmaterials and methodologies designed to foster criticalreading.


EDUC-L 502 Socio-Psycholinguistic Applications toReading Instruction (3 cr.)Explores the linguistic and cognitive dimensions oflanguage as they relate to the teaching of reading.Discusses relationships among the systems of languageand between the various expressions of language. Alwaysincludes topics on pragmatics, semantics, grammar anddialect.


EDUC-L 504 Identifying and Working with LearnerLiteracy Difficulties (3 cr.)Examines methods and tools for identifying and workingwith literacy difficulties. Emphasizes on-going assessmentas a part of the teaching process as well as techniqueseffective with at-risk literacy learners.


EDUC-L 506 Reading and Academic Support ofPostsecondary Learners (1-3 cr.)Theory and practice in the field of academic supportservices, special emphasis on roles and uses of reading,writing, and language. Topics include review of currentliterature on learning at postsecondary levels, exemplaryprograms and models; curriculum and instructionalapplications. Opportunities available for related internshipsat I.U. Student Academic Center.


EDUC-L 507 Issues in Language Learning forGraduate Level Pre-Service English Teachers (3 cr.)

The study of growth in language as a developmentalprocess and how social, cultural, and economicenvironments are intrinsic parts of language learning. Thiscourse explores the close relationship between homelanguage, dialect, and a second language and addresseshow speaking, listening, writing, reading, and observingare interrelated.


EDUC-L 508 Teaching Young Adult Literature ina Diverse Society for Graduate Level Pre-ServiceEnglish Teachers (3 cr.)This course explores the instructional potential of readingliterature written for, by, and about young adults in middleand secondary classrooms. It will focus on engagingdiverse young adults so that they become lifelong readersand socially responsible students. Pre-service teacherswill learn pedagogical techniques for connecting withstruggling readers and for challenging proficient readers.


EDUC-L 509 Critical Issues for the ReadingProfessional (3 cr.)Focus on practitioner inquiry, reflective practice, culturallyresponsive literacy curriculum, and creating professionallearning communities.


EDUC-L 511 Advanced Study in the Teaching ofWriting in Elementary School (3 cr.)The study of trends, issues, theories, research, andpractice in the teaching and evaluation of writtencomposition in elementary schools. The emphasis is onalternative methods for the teaching of writing and for theevaluation of progress (growth) in writing.


EDUC-L 512 Advanced Study in the Teaching ofWriting in Secondary Schools (3 cr.)Study of current trends, issues, theories, and researchin literacy, emphasizing the teaching and learning ofwriting in secondary schools. Addresses linguistic andcultural diversity issues in composition as it explores thecomplex and varied nature of "good" writing and "effective"communication, tracing the implications for compositionpedagogy.


EDUC-L 516 Advanced Study in the Teaching ofEnglish/Language Arts (3 cr.)Study of current trends, issues, theory, and researchin teaching and learning English/language arts.Explores language, composition, literature and mediaeducation, focus on integrating language arts, developingmulticultural curricula, and engaging students inmeaningful inquiry facilitating student responsibility forthemselves and their world.


EDUC-L 517 Advanced Study of Content Reading andLiteracy (1-3 cr.)Examines approaches for improving adolescent/adultliteracy when reading the specialized materials of variouscontent areas. Special focus upon the literacy process,dealing with a wide range of student literacy abilities,

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identifying and modifying materials to support literacydevelopment, and using reading, writing, and thinkingactivities in instruction.


EDUC-L 520 Advanced Study in Foreign LanguageTeaching (3 cr.) P: Completion of an undergraduatemethods course and teaching experience, or permission ofinstructor.Principles, practices, problems, and current researchpertaining to the teaching of a particular modern languagein the secondary school. Emphasis on teaching theadvanced levels. Separate sections as needed forteachers of French, German, Russian, and Spanish.


EDUC-L 524 Language Education Issues in Bilingualand Multicultural Education (3 cr.)A survey of language education issues related to thelinguistic abilities and educational needs of studentsrequiring bilingual or bidialectal instruction. Topicsdiscussed include language acquisition, languagepedagogy, program models, cultural influences, teachertraining, and research directions.


EDUC-L 525 Practicum in Literacy, Culture, andLanguage Education (1-4 cr.)Supervised application of language and literacy teachingmethods. Special emphasis on setting up effectivelearning environments, selecting materials, designinginstruction, monitoring student growth, adjustinginstruction based upon student performance, andcommunicating with other professionals.


EDUC-L 528 Inquiry Middle School English (1-5 cr.)This course focuses on working in a "real world" middleschool classroom, and involves inquiry around reading,writing, speaking, discussing, viewing and listening forauthentic purposes. We will develop, demonstrate, andcritique lessons and instructional units based on modelspresented in class readings and critiques.


EDUC-L 530 Topical Workshop in Literacy, Culture,and Language Education (1-6 cr.) P: Consent ofinstructor.Individual and group study of special topics in the field oflanguage education. Updating and improving the teachingof English, English as a second or foreign language,foreign languages, and reading.


EDUC-L 535 Teaching Adolescent/Young AdultLiterature (3 cr.)The course highlights and analyzes recent young adultliterature acknowledging significant, earlier texts andtheir distinguishing features. It also considers curricularand pedagogical issues salient to the adoption of youngadult literature, particularly related to reader-centeredapproaches and multicultural curricula.


EDUC-L 536 Methods and Materials for TeachingEnglish as a Second Language (3 cr.)Study and analysis of current methods and materialsin TESOL. Development and evaluation of practicalexercises, visual aids, and demonstration materials for useby teacher-trainers in pre-service and in-service Englishteacher-training programs overseas.


EDUC-L 539 Language Foundations for ESL/EFLTeachers (1-3 cr.)Focus on identification of systematic aspects of Englishthat could challenge English Language Learners atdifferent proficiency levels of language acquisition.Students engage in the discussion and development ofmodification approaches that address language needs incontent classes with attention to socio-cultural aspectsof language use and language learning experiences ofdiverse students.


EDUC-L 540 ESL/EFL Instruction and AssessmentApproaches (1-3 cr.) The course provides an overviewof various approaches to instruction and assessmentthat incorporate the current thinking in the field. Includesdiscussion of content-based models of languageinstruction and standardized, alternative, and authenticforms of assessment.

EDUC-L 541 Writing Instruction for TESL Teachers(1-3 cr.)Current trends and issues in the teaching of writing toESL/EFL students. Focus on the development andevaluation of techniques and materials for classroominstruction with an emphasis on the analysis of studentwriting and troubleshooting common problems.


EDUC-L 543 Teaching English in K-12 Classrooms inGlobal Contexts (3 cr.)Students will learn about practitioner inquiry involvingsystematic, intentional and self-critical inquiry aboutlanguage teaching in K-12 settings (US & international). Students will better understand pedagogical, curriculumissues and "pathways of practice" unique to EnglishLanguage teaching in public schools.


EDUC-L 544 Computer Assisted Language Learning(3 cr.)Computer Assisted Language Learning (CALL) offersinformation about computer-enhanced language teachingand learning important for ESL teaching. Participantswill explore a working theory of language learningenvironments, discuss existing and potential applicationsof computer technology, and create projects to use andtest knowledge gained through reading, discussion, andhands-on experience.


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EDUC-L 545 Advanced Study in the Teaching ofReading in Elementary Schools (3 cr.)Review of developmental reading program in theelementary school, use of reading in various curriculumareas, appraisal of reading abilities, and techniques andmaterials for individualized instruction.


EDUC-L 546 Mentorship and Literacy Coaching ofEFL/ESL Teachers (3 cr.)The course allows EFL/ESL and bilingual professionalsacquire general understanding of mentoring and coachingprocesses as well as specific knowledge. Course goalsfocus on positive change, and transformative practice andprofessional growth. Emphasis is on interrelationshipsbetween exploration, critique and reflection to helpteachers build on setbacks and successes.


EDUC-L 547 Language Policy and Planning (3 cr.)Participants are introduced to concepts, theories, andmethods in language and literacy policy and planning frommultiple perspectives. The course enables students tounderstand issues being pursued. Thematic units include:definitions and frameworks, descriptive frameworksand status planning, social change and conclusions,theoretical and methodological perspectives, and topicalareas.


EDUC-L 549 Advanced Study in the Teaching ofLanguage Arts in Elementary Schools (3 cr.)Helps experienced teachers gain further insight intothe development of the English language and howbest to teach language arts. Emphasizes the basiccommunication skills and significant trends and materials.


EDUC-L 559 Trade Books in the ElementaryClassroom (3 cr.)Emphasizes the use of trade books in language andreading in elementary classrooms.


EDUC-L 567 Media and Popular Culture in theTeaching of English/Language Arts (3 cr.)Explores curricular and pedagogical issues related tomedia and popular culture in the classroom. Highlightsthe uses of full range of media to promote studentengagements in literacy. Considers reader response andcultural studies, informing and enabling teaching andlearning of media and popular culture.


EDUC-L 580 Theories, Practices, and Possibilities inLiteracy Education (3 cr.)In this course, students compare, analyze, apply, andevaluate theories of literacy in local and global contexts.Literacy education is consistently in a state of changewith an evolving knowledge base, changing contexts, and

competing theories that shape literacy as a global fieldand as everyday practices in local classrooms.


EDUC-L 590 Independent Study in Literacy, Culture,and Language Education (1-3 cr.)Individual research or study with a Language Educationfaculty member, arranged in advance of registration. Aone or two page written proposal should be submitted tothe instructor during the first week of the term specifyingthe scope of the project, project activities, meetings times,completion date, and student product(s). Ordinarily, L590should not be used for the study of material taught in aregularly scheduled course.


May be repeated.

EDUC-L 599 Masters Thesis in Literacy, Culture, andLanguage Education (3 cr.)To be used as the master's thesis in language educationor the early inquiry experience as part of the doctoralprogram. The thesis or inquiry experience may be anorganized study or a systematic and comprehensiveanalysis of theory and practice in a specific area.


EDUC-L 600 Issues in Literacy, Culture, and LanguageEducation (3 cr.)Explores research and arguments related to currentissues in first and second language education with focusupon issues in learning, instruction, assessment, andpolicy. Studies and interrelates research done in the areasof reading, English education, and second languageeducation.


EDUC-L 601 Theoretical Issues in the Study ofLanguage and Literacies (3 cr.)Explores traditional understandings of literacy, currenttheories of multiple literacies, and theoretical issues inresearch on diverse literacies. Particular attention paidto shifting theoretical perspectives and methodologiesthat have been employed to construct our currentunderstandings of literacies from anthropological,sociocultural, and political perspectives.


EDUC-L 605 Capstone in Literacy, Culture, andLanguage Education (3 cr.)In this course, students analyze their academicpreparation, knowledge, skills, and experiences in termsof professional goals in their area of language expertise,design independent projects to address self-identifiedareas for further growth, and implement instructionalapplications to their settings to develop their experienceswith educational programs and communities.


EDUC-L 621 The Teaching of College Composition ofNonnative Spearks of English (3 cr.)

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A seminar and practicum dedicated to theory and practiceunderlying the teaching of collegiate writing to first yearnonnative speakers of English.


EDUC-L 630 Topics in Literacy, Culture, and LanguageEducation: variable title (1-3 cr.) P: Instructor'spermission.Study of special topics in the field of language education.Emphasis on research applications to the improvement ofpractice.


EDUC-L 631 Multicultural and International Literaturefor Children and Young Adults (3 cr.)This course focuses on themes and issues in researchabout multicultural and international children's and youngadult literature, such as race, ethnicity, gender, class,disability, and sexual orientation.


EDUC-L 641 Contemporary Issues in Literature forChildren and Young Adults (3 cr.)This course offers perspectives on contemporary issues inliterature for children and young adults. The course focuscan change as a reflection of issues that are of currentinterest, and may include cultural and personal identity,immigration, language issues, and media.


EDUC-L 650 Internship in Literacy, Culture, andLanguage Education (1-4 cr.)Provides directed and supervised experience foradvanced graduate students in the field of languageeducation.


EDUC-L 651 Topics in Children’s and Young AdultLiterature (3 cr.)This course offers rotating topics in children's andyoung adult literature that are genre-based, such aspicturebooks, science fiction and fantasy, or folklore,within classroom contexts.


EDUC-L 661 Latino/a Children and Young AdultLiterature (3 cr.)Develop familiarity, read, discuss, and develop criteria forselection of quality Latino/a children's and adolescent'sliterature both in English and Spanish. Theoreticalperspectives include critical multicultural literacy andLatino/a, Chicano/a literary theory among others.


EDUC-L 690 Readings in Literacy, Culture, andLanguage Education (1-3 cr.)Individually selected advanced readings.


EDUC-L 700 Seminar-Literacy, Culture, and LanguageEducation Research (3 cr.)An in-depth treatment of various issues and trends inthe design and status of language education research.Students will evaluate and critique extant research, outlinea detailed program of language education research forthemselves, and conduct initial studies related to thisresearch program.


EDUC-L 750 Research Seminar in Literacy, Culture,and Language Education (3 cr.) P: Basic courses infoundations and admission to candidacy for an advanceddegree.Intensive study of research and theory in selected topics


EDUC-L 795 Dissertation Proposal Preparation(1-3 cr.) P: Authorization required.This course is for the development of a dissertationproposal in language education. Students must have theconsent of a dissertation director or prospective director toenroll. Students should be finished or nearly finished withprogram course work.


EDUC-L 799 Doctoral Thesis in Literacy, Culture, andLanguage Education (1-15 cr.) P: Authorization required.Credit may be earned over a period of several semesters.The thesis may be an organized scientific contributionor a comprehensive analysis of theory and practice in aspecific area.


EDUC-L 505 Second Language Literacy Instruction(3-4 cr.) Explores the role of world knowledge, languageknowledge, and literacy knowledge in second languageliteracy development. Topics include critical literacy,culturally responsive curriculum, differentiation, miscueanalysis, strategies for promoted comprehension, writing,and vocabulary development across the curriculum,current research, and effective assessment, assistance,and pedagogy.

EDUC-L 513 Literary Aspects of Designing Documentsfor Training (2-3 cr.) Teachers and business trainersmust develop materials for readers at a variety of abilitylevels. This course will provide the research foundationand practical experiences needed to design print materialsfor readers of varying literacy abilities in high schools,the workplace, and English as a Second Languageclassrooms.

EDUC-L 645 Organization and Administration of aSchool Reading Program (1-3 cr.) Reviews principlesand practices in organizing reading programs withinelementary and secondary schools. Describes techniquesfor supervising and administering a reading program viacase studies, simulation, and discussion.

EDUC-L 646 Administration of System ReadingCurriculum (1-3 cr.) P: J620. Develops rationalefor a systemwide reading curriculum and a plan foradministering it systemwide.

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EDUC-L 647 Practicum - Supervision of Reading(1-4 cr.) Provides directed field experience in thesupervision of programs in reading, coordinated reading,and reading curriculum development.

Master's Thesis (X)EDUC-X 599 Master's Thesis in Education (1-6 cr.)P: 12 hours of graduate course work and consent of thesisadvisor.The thesis may be an organized scientific study or asystematic and comprehensive analysis of theory andpractice in a specific area.


Mathematics Education (N)EDUC-N 510 Middle School Mathematics Curriculum(3 cr.) P: MATH T101, T102 or EDUC N102, and MATHT103 or EDUC N103, or authorization by the instructor.Focuses on preparation for mathematics teaching inthe middle school years by surveying content, methods,materials, and instructional issues. Designed primarily forinservice teachers or post-graduate preservice teachers.


EDUC-N 517 Advanced Study in Teaching ofSecondary School Mathematics (3 cr.) P: Completionof an undergraduate methods course and teachingexperience.Methods, materials, literature; laboratory practicewith mathematics equipment; evaluation techniques;standards; and determination of essentials of content. Developing mathematics programs for specific schoolsituations.


EDUC-N 518 Advanced Methods in the Teaching ofMiddle/Junior High School Mathematics (3 cr.)Combines theory of learning, curriculum developmentand research in the teaching of middle/junior high schoolmathematics with instructional strategies. Use made oflaboratory and student experiences. Special attentiongiven to establishing foundations on which to buildinstructional strategies.


EDUC-N 543 Advanced Study in the Teaching ofMathematics in the Elementary Schools (3 cr.)Designed to help the experienced teacher improve theteaching of mathematics. Opportunities will be provided forindividual and group study of content, methodology, andinstructional materials for modern mathematics programs.


EDUC-N 590 Independent Study or Research inMathematics Education (1-3 cr.)Individual research or study with a Mathematics Educationfaculty member, arranged in advance of registration. Aone or two page written proposal should be submitted tothe instructor during the first week of the term specifyingthe scope of the project, project activities, meeting times,completion date, and student product(s). Ordinarily, this

course should not be used for the study of material taughtin a regularly scheduled course.


EDUC-N 610 Internship in Mathematics Education(1-3 cr.) P: Teaching experience and advanced graduatestudent standing in mathematics education, or consent ofinstructor.Under the direction of mathematics education faculty,experiences prescribed to coordinate professionalpractice with contemporary theory. The student'sprofessional goals will significantly influence theprescribed experiences.


EDUC-N 716 Topical Seminar in MathematicsEducation (2-4 cr.)Required for doctoral students in mathematics education.Study and discussion of current topics and issues inmathematics education. Areas might include curriculum,history, problem solving, research, and teacher education.


EDUC-N 717 Contemporary Issues in MathematicsEducation (1-3 cr.) P: Doctoral student in Math Educationor consent of instructor.An investigation of contemporary issues and problems inmathematics education.


Multicultural/Urban Education (T)EDUC-T 515 Interprofessional Collaboration in UrbanSchools (3 cr.)An interdisciplinary seminary for graduate studentsdesigned to prepare professionals to work collaborativelyby engaging students in a critical analysis of contemporaryissues using a variety of philosophical approachesand practice examples. The seminar focuses on thedevelopment of Interprofessional Practitioners through theSchools of Education, Nursing, and Social Work.


EDUC-T 531 Organizational Change in Culturally andLinguistically Diverse Schools (3 cr.)Organizational development in linguistically and culturallydiverse school sites: legal basis; administrative strategies;staff development models; use of community resources;and formative evaluation techniques for organizationaldevelopment in school contexts.


EDUC-T 550 Cultural/Community Forces and theSchools (3 cr.)Promotes modification of instructional strategies withindiverse educational settings by providing opportunities toanalyze community forces and cultures through culturalorientation workshops and seminars, culturally focusedreadings, direct residential participation in community-related activities, and site-based culture/strategies reports.

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EDUC-T 590 Independent Study or Research in UrbanMulticultural Education (1-3 cr.)Individual research or study with an Urban/MulticulturalEducation faculty member, arranged in advance ofregistration. A one or two page written proposal shouldbe submitted to the instructor during the first week of theterm specifying the scope of the project, project activities,meeting times, completion date, and student product(s).Ordinarily, T590 should not be sued for the study ofmaterial taught in a regularly scheduled course.


School Psychology (P)EDUC-P 590 Independent Study or Research inEducational Psychology (1-3 cr.)Individual research or study with an EducationalPsychology faculty member, arranged in advance ofregistration. A one or two page written proposal shouldbe submitted to the instructor during the first week of theterm specifying the scope of the project, project activities,meeting times, completion date, and student product(s).Ordinarily, P590 should not be used for the study ofmaterial taught in a regularly scheduled course.


EDUC-P 655 Cognitive Assessment and Intervention(4 cr.)Historical and current theories of intellectual functioning. Supervised practice in the use and interpretation of majorindividually administered measures of cognitive behavior. Emphasis on ethical test use in a diverse society andlinking assessment results to cognitive behavioral andself-monitoring interventions for children and adolescents.


EDUC-P 656 Practicum in School Psychology (1-3 cr.)P: Consent of instructor.Supervised experience in various educational settings. Use of psychometric techniques with children, advising ondecisions about children, and conferences to aid children'sacademic and social efficiency.


May be repeated.

EDUC-P 657 Academic Assessment and Intervention(4 cr.) P: P591 or Consent of Instructor.Major approaches and procedures for individualassessment and intervention with students experiencingacademic difficulties. Supervised practice with curriculum-based and norm-referenced instruments in generalachievement areas, adaptive behavior, and earlychildhood assessment. Emphasis placed on linkingassessment and classroom intervention for students withdisabilities and culturally diverse populations.


EDUC-P 670 Behavioral Analysis and Consultation forSchool Psychologists (3 cr.)

Course covers the principles and applications of appliedbehavioral analysis (ABA) to school settings. Emphasiswill be placed on problem-solving models of consultation.The influence of culture on behavior will be examinedfrom the perspective of ABA. Graduate standing in schoolpsychology required.


EDUC-P 680 Ethical, Legal, & Professional Issues inSchool Psychology (3 cr.)Ethical and legal issues in the provision of comprehensiveschool-based psychological services. Organization,administration, and evaluation of service delivery in thecontext of diverse children, schools, and communities.


EDUC-P 690 Independent Study in EducationalPsychology (1-3 cr.) P: 36 credit hours of graduate credit.Reading and/or research directed by an educationalpsychology faculty member.


EDUC-P 691 Personality Assessment and Intervention(3 cr.) P: Y527 or equivalent, P682 or equivalent, consentof instructor, and graduate standing in school psychologyor counseling psychology.Administration scoring, interpretation, and reporting ofselected personality and behavior assessment instrumentsand procedures, and linking assessment results toeducational and therapeutic interventions. Emphasis onpractical applications.


EDUC-P 692 Seminar in Therapeutic Interventions withChildren (3 cr.) P: P540 or equivalent, and Consent ofInstructor.Course work in counseling and personality theoryrecommended. Emphasis on behavioral interventiontechniques with children having behavioral/emotionalproblems, school consultation, play therapy, and relatedtechniques.


EDUC-P 695 Practicum in Personality and BehavioralAssessment (1-2 cr.) P: P691 or Consent of Instructor.Supervised experience in conducting personality andbehavioral assessments of children and/or adults invarious settings, such as schools, mental health settings,and hospitals.


EDUC-P 696 Practicum in Therapeutic Interventionswith Children (1-2 cr.) P: P692 or Consent of Instructor.Supervised experience in therapeutic interventions withchildren in mental health settings, schools, etc. Emphasison behavioral techniques, counseling, therapy, andconsultation.


EDUC-P 697 Advanced Practicum in SchoolPsychology (1 cr.) P: Consent of Instructor.

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For advanced doctoral students in School Psychology.Experience in providing psychological and educationalservices to children and youth, parents, teachers, andothers at advanced, more independent level. Also willprovide some supervision to less experienced students.


EDUC-P 699 Internship in School Psychology II(1-2 cr.) P: Advanced standing in School PsychologyPh.D. program and Consent of Instructor.Supervised, intensive field experience. Minimally, one-halftime in work directly related to public schools. Remaindermay be in institutions primarily designed for providingservices to children and families.


EDUC-P 795 Dissertation Proposal Preparation(1-3 cr.)This course is for the development of a dissertationproposal in educational psychology. Students must havethe consent of a dissertation director or prospectivedirector to enroll. Students should be finished or nearlyfinished with program course work.


EDUC-P 799 Doctoral Thesis in EducationalPsychology (1-15 cr.)Credit may be earned over a period of several semesters.The thesis may be an organized scientific contributionor a comprehensive analysis of theory and practice in aspecific area.


Science Education (Q)EDUC-Q 506 Teaching Secondary School Science(3-4 cr.) P: 35 credit hours of science.Designed for graduate students who plan to teach biology,chemistry, earth science, general science, physicalscience, or physics in the junior high/middle school orsecondary school.


EDUC-Q 515 Workshop in High School Science(1-3 cr.)For experienced teachers. Ideas on curriculum trends andinstructional techniques; development of new educationalmaterials; analysis of problems; and new resourcematerials.


EDUC-Q 528 Demonstration and Field Strategies inScience (1-6 cr.)Identification, selection, design, implementation, andevaluation of demonstrations and field trips. Strategies inscience for elementary, middle school, junior high, andsecondary school teachers.


EDUC-Q 540 Teaching Environmental Education (3 cr.)

For elementary and secondary teachers. Basic principlesof environmental/ conservation education stressed ingrades K-12. Methods and techniques for integratingthese principles into existing curricula. Designed for thedevelopment and evaluation of new interdisciplinaryteaching materials.


EDUC-Q 546 Exploring Secondary School ScienceTeaching (2-3 cr.)An introduction to the study of teaching science. Includesa review of the issues currently surrounding scienceteaching with an emphasis on the role of inquiry in scienceinstruction. Students cannot receive credit for both M346and Q546, since Q546 serves the same purpose as M346at the graduate level.


EDUC-Q 590 Independent Study or Research inScience Education (1-3 cr.) P: Individual research orstudy with a Science Education faculty member, arrangedin advance of registration.A one or two page written proposal should be submitted tothe instructor during the first week of the term specifyingthe scope of the project, project activities, meeting times,completion date, and student product(s). Ordinarily, Q590should not be used for the study of material taught in aregularly scheduled course.


EDUC-Q 610 Science Education Curriculum (2-3 cr.)Seminar on the concepts, issues, and theories, underlyingscience curriculum and a critical examination of thehistorical foundations and projected alternative futures ofscience curricula.


EDUC-Q 612 Topical Seminar in Science Education(2-4 cr.)Required for doctoral students in science education. Studyand discussion of current topics and issues in scienceeducation. Areas might include history and philosophyinquiry, assessment, research and teacher education.


EDUC-Q 690 Advanced Research in ScienceEducation (1-6 cr.)Individual research participation in an attempt to determinewhat science (process and content) can be learned bywhom and how science learning can be facilitated throughteacher training or improved instructional design. Openonly to advanced graduate students.


EDUC-Q 601 Professional Seminar in ScienceEducation (1-3 cr.)Doctoral students in science education are introducedto the professional field by a variety of methods.Faculty members engage students in discussions aboutorganizations, journals, conferences, and research

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projects. Students share their own research and receivefeedback. Guest speakers present research.


EDUC-Q 620 University Science Teaching (3 cr.)Not Repeatable for Credit

Secondary Education (S)EDUC-S 500 Field-Based Seminar in TeacherEducation (1-4 cr.)Discussion of issues in secondary education andexploration of problems of the field. Students spendapproximately one day each week in the schools satisfyingperformance standards for teacher certification. May becounted toward a master's degree. S/F grading.


EDUC-S 501 Introduction to Teaching in Senior High,Junior High and Middle School (1-3 cr.)Provides the prospective secondary teacher withinformation relative to the IUB Secondary TeacherEducation Program and the structure, organization, andcurriculum of the secondary school.


EDUC-S 502 The Nature of STEM (3 cr.)This course is designed to provide an introduction tothe profession of middle and secondary teaching inthe STEM (Science, Technology, Engineering andMathematics) disciplines. Students will examine the natureand history of the STEM disciplines, roles of STEM insociety and schooling, and strategies used in teachingSTEM disciplines.


EDUC-S 503 Secondary School Curriculum (3 cr.)Designed to provide an overview for the teacher of thebasic theories underlying the secondary school curriculumas well as an examination of the subject areas, problems,trends, and challenges for the future and significantresearch in the field.


EDUC-S 504 Introduction to STEM Teaching (3 cr.)An introduction to the foundational principles necessaryto create a student-centered, inquiry-based learningenvironment. Students will identify and evaluate theirpreconceptions about classroom teaching and reflect onthe following: Why do we teach STEM? What does qualitySTEM instruction look like? What are the implicit andexplicit messages conveyed by the teacher?


EDUC-S 505 The Junior HIgh and Middle School (3 cr.)Role of the junior high school and middle schoolin American education. Total program: philosophy,functions, curriculum, guidance, activities, personnel, andadministration.


EDUC-S 506 Student Activity Programs (2-3 cr.)For elementary, junior high/middle, and secondaryschool teachers and administrators. Comprehensiveconsideration of the student activity program.


EDUC-S 507 The Teacher and Secondary SchoolOrganization (3 cr.)For teachers and administrators. Functions of schoolpersonnel, organization of professional and lay people fora more effective school program, professional leadership,lay participation, and effective personnel organization.


EDUC-S 508 Problems in Secondary Education(1-3 cr.)Group analysis of a common problem in the field ofsecondary education.


EDUC-S 509 Middle School STEM Methods (3 cr.)Course will provide students with the knowledge and skillsneeded to understand middle level students and effectiveteaching strategies; to learn to appropriate model fordeveloping assessments and curriculum design and beproficient in planning and carrying out instruction. Scholarswill create units for middle level students based on currentlearning theories, best practices, and local standards.


EDUC-S 510 Development of Secondary SchoolPrograms (1-6 cr.)Organized group study of a wide variety of problems insecondary education. Each study is tailored to meet theneeds of the group concerned.


EDUC-S 512 Workshop in Secondary Education(1-6 cr.)Individual and group study of issues or concerns relatingto the field of secondary education in workshop format.


EDUC-S 518 Advanced Study in the Teaching ofSecondary School Science (3 cr.) P: Completion of anundergraduate methods course and teaching experience,or Consent of Instructor.Improved techniques, current literature, textbooks, andfree and low-cost materials. Solution of specific practicalproblems confronting science teachers in the classroomand laboratory.


EDUC-S 519 Advanced Study in the Teaching ofSecondary School Social Studies (3 cr.)Completion of an undergraduate methods course andteaching experience, or consent of instructor. Re-studyingthe purposes of high school social studies, evaluating

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recent developments in content and instructionalprocedures, and developing social studies programs forspecific school situations.


EDUC-S 521 Teaching and Learning in the MiddleSchool (5 cr.)Teaching in the middle school requires teachers to haveclear philosophical and organizational foundations. Thiscourse will explore elements of middle schools includingteam teaching, interdisciplinary units, and teachingfor conceptual understanding. Students will study thedevelopmental characteristics of young adolescents,educational legal issues, content area literacy andsocialization.


EDUC-S 530 Junior High and Middle SchoolCurriculum (3 cr.)The educational program especially designed for pre andearly adolescents, with emphasis on analysis, planning,organization, and evaluation of jh/ms curriculum andspecial attention to specific subject areas.


EDUC-S 533 The Computer in the SecondaryClassroom (3 cr.)A course for practicing secondary teachers which focuseson: the role of the computer for the classroom; anintroduction to programming; guidelines for selecting andusing software in several subject areas. Credit will not begranted for both S533 and R531.


EDUC-S 555 Diversity and the Communities of AllLearners (1-3 cr.)This class explores issues related to teaching all learnersin increasingly complex secondary schools. It drawson anthropology to understand diversity across culture,sociology to examine the social complexities of pluralisticsocieties, special education to address the individualizestudent needs. The course emphasizes educationalpractice and communities of learners.


EDUC-S 590 Independent Study or Research inSecondary Education (1-3 cr.)Individual research or study with a Secondary Educationfaculty member, arranged in advance of registration. Aone or two page written proposal should be submitted tothe instructor during the first week of the term specifyingthe scope of the project, project activities, meeting times,completion date, and student product(s). Ordinarily, S590should not be used for the study of material taught in aregularly scheduled course.


EDUC-S 650 Readings in Junior High/Middle/Intermediate Education (1-3 cr.) P: Consent ofInstructor.

Selected advanced readings in junior high/middle/intermediate school education.


EDUC-S 655 Supervision of Secondary SchoolInstruction (3 cr.)The role and functions of supervisors; the modern conceptof supervision; techniques of supervision; improvement ofteaching procedures; and new trends in organization ofinstruction.


EDUC-S 690 Internship in Secondary Education(3-5 cr.)For persons about to become high school administrators,supervisors, and/or curriculum directors or coordinators.Directed and supervised experiences in the field for suchpositions.


Social Studies Education (M)EDUC-M 540 Teaching Environmental Education (3 cr.)For elementary and secondary teachers. Basic principlesof environmental/conservation education stressed ingrades K-12. Methods and techniques for integratingthese principles into existing curricula. Designed for thedevelopment and evaluation of new interdisciplinaryteaching materials.


EDUC-M 590 Independent Study in Social StudiesEducation (1-3 cr.)Individual research or study with a Social studiesEducation faculty member, arranged in advance ofregistration. A one or two page written proposal shouldbe submitted to the instructor during the first week of theterm specifying the scope of the project, project activities,meeting times, completion date, and student product(s).Ordinarily, this course should not be used for the study ofmaterial taught in a regularly scheduled course.


EDUC-M 653 The Nature of Social Studies (3 cr.)Exploration of the relationships between history, thesocial sciences and the social studies in elementary andsecondary schools.


EDUC-M 680 Internship, Social Studies Education(1-6 cr.)Experiences designed for persons in elementary orsecondary social studies to acquire skills in the areas ofsocial studies research, teacher education, curriculumdevelopment or field studies.


Special Education (K)EDUC-K 500 Topical Workshop in Special Education:variable title (1-3 cr.) P: Consent of Instructor.

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Intensive study of such selected topics as languagedevelopment for exceptional children, the disadvantagedchild, and behavior modification for exceptional children.


EDUC-K 505 Introduction to Special Education forGraduate Students (3 cr.) P: Graduate standing orConsent of Instructor.Basic special education principles for graduate studentswith no previous course work in special education.Students cannot receive credit for both K205 and K505.


EDUC-K 510 Assistive Techniques in SpecialEducation (3 cr.)Provides beginning graduate students with an overviewof current trends and issues in the field. Major emphasisis on application and implication of principles mandatedby PL 94-142 and Section 504 of the Rehabilitation Act of1973.


EDUC-K 520 Survey of Behavior Disorders (3 cr.)P: K505.An advanced survey of the literature related tobehaviorally disordered/emotionally disturbed childrenincluding historical information, theoretical approaches,characteristics, and issues.


EDUC-K 522 Teaching Social Skills (3 cr.)The course shows how to identify the social skills studentsneed to have to be successful in school and communitysettings, and how to address these skills as part ofinstructional programs. It also explains how to assessthe social skills of student who display problems in theirbehavior, and how to develop and implement teachinglessons and activities that improve these students' socialcompetence.


EDUC-K 525 Survey of Mild Handicaps (3 cr.)An advanced survey of the literature relating to mildhandicaps, including historical foundations, definitions,and current issues facing workers in the field.


EDUC-K 535 Assessment and Remediation of theMildly Handicapped I (3 cr.) P: K505.Emphasizes the collection and use of formal andinformal assessment information for designing thecontent of individual educational plans for handicappedchildren in various academic areas such as reading andmathematics.


EDUC-K 536 Assessment and Remediation of theMildly Handicapped II (3 cr.) P: K535.Focuses on the analysis and selection of instructionalmaterials, the use of assessment information, and the

development and implementation of individual educationalplans for mildly handicapped children.


EDUC-K 541 Transition Across the Life Span (3 cr.)In this course, issues and strategies related to the arrayof transitions students with disabilities need to makeas they progress from pre-school to public school andon to adult life are discussed. The course covers laws,policies, and guidelines governing service provision acrossage groups and levels of instruction, and it addressesstrategies for program planning, interagency cooperationand collaboration, and resource utilization.


EDUC-K 548 Families, School and Society (3 cr.)The course focuses on the family as a system anddiscusses the impact of disabilities on the daily lives offamily members. Historical, legal and ethical perspectiveson family involvement and empowerment are explored.Approaches for providing services to families withmembers who are developmentally disabled, chronicallyill, at risk or who have other types of impairments also arepresented.


EDUC-K 549 Early Childhood Special EducationProgram Models (3 cr.)Planning and implementing appropriate programsfor infants/toddlers and preschoolers with handicapsto include an understanding on consultation andinterdisciplinary techniques, integrative programming, andinteragency cooperation.


EDUC-K 553 Classroom Management and BehaviorSupport (3 cr.)Surveys principles of behavior management as theypertain to educational environments. Students will learnhow to define, observe, measure, record, and changeacademic and social behavior.


EDUC-K 565 Collaboration and Service Delivery (3 cr.)Reviews methods of implementing service deliverysystems; consulting with professionals and parents;designing in-service training programs; and developingreferral systems, curricular and personnel resources, andevaluation techniques used in special education programs.


EDUC-K 590 Independent Study or Research inSpecial Education (3 cr.)Individual research or study with a Special Educationfaculty member, arranged in advance of registration. Aone or two page written proposal should be submitted tothe instructor during the first week of the term specifyingthe scope of the project, project activities, meeting times,completion date, and student product(s). Ordinarily, K590should not be used for the study of material taught in aregularly scheduled course.

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EDUC-K 595 Practicum in Special Education (1-6 cr.)P: Consent of Instructor.Provides for closely supervised field experience in variousareas of special education.


EDUC-K 599 Research in Special Education (3 cr.)Repeatable for Credit: 99 credits and 99 completions

EDUC-K 601 Introduction to Special EducationScholarship (1 cr.)This seminar provides students familiarity with theprofessional field of special education by introducingthem to relevant conferences, journals, book publisherswithin the field of special education. Students readconference papers, articles and/or book chapters writtenby our faculty; and students discuss these readings withthe authors. Activities might include advanced doctoralstudents presenting papers and/or discussions on theoccupational socialization of SPED doctoral students.


EDUC-K 631 Introduction to Autism SpectrumDisorders (3 cr.)Provides a broad but substantive survey of research,issues, and trends; promotes critical examination of whatis known and is unknown about ASD; and examinesperspectives of individuals with autism spectrum disorders(ASD) and their families.


EDUC-K 632 Promoting Social Competency in AutismSpectrum Disorders (3 cr.)The course reviews social skills intervention researchand examines effective approaches for promoting socialcompetency in students with ASD.


EDUC-K 633 Communication Development,Assessment, and Intervention in Autism SpectrumDisorders (3 cr.)The course will explore communication developmentin ASD and assessment, planning, and strategies toenhance functional and social communication.


EDUC-K 634 Preventing and Intervening withChallenging Behavior for Students with AutismSpectrum Disorders (3 cr.)Students will identify challenging behaviors associatedwith autism and examine both the internal andenvironmental correlates of such behaviors. Application ofpreventive and intervening strategies will be explored.


EDUC-K 635 Evidence-Based Professional Practiceto Support School-Based Learning for Students withASD (3 cr.)

Focuses on identifying individual learning outcomes forstudents with ASD, addressing family and individualpriorities, collaborating across disciplines and withfamilies, adapting inclusive educational settings toaccommodate individual needs, building on strengths, andcreating peer-supported learning opportunities.


EDUC-K 650 Paradigms and Policies of SpecialEducation in the U.S. (3 cr.)This seminar explores different policies and paradigmsin special education. It will focus on one or more settingsdepending upon the interest of the faculty member, e.g.preschool, K-12 schools or higher education.


EDUC-K 681 Evidence-Based Practice in SpecialEducation (3 cr.)This seminar focuses on systematic reviews of literaturerelated to pedagogical strategies used within differentSpecial Education settings and populations (e.g. earlychildhood, teacher education, high school, jails, residentialtreatment facilities, assistive technology).


EDUC-K 780 Seminar in Special Education (1-4 cr.)P: Consent of Instructor.Intensive advanced study of selected problems in the field.


EDUC-K 785 Internship in Special Education (1-6 cr.)P: Consent of Instructor and broad background in specialeducation.Direct experience working in special education programsin schools, agencies, or institutions.


EDUC-K 795 Dissertation Proposal Preparation(1-3 cr.)This course is for the development of a dissertationproposal in special education. Students must have theconsent of a dissertation director or prospective director toenroll. Students should be finished or nearly finished withprogram course work.


EDUC-K 799 Doctoral Thesis in Special Education(1-15 cr.)Credit may be earned over a period of several semesters.The thesis may be an organized scientific contributionor a comprehensive analysis of theory and practice in aspecific area.


EDUC-K 611 Research Design in Special Education(3 cr.)Problems of identifying and sampling from specialpopulations; special measurement problems.Comparisons between handicapped and non-handicapped populations; comparisons among diagnosticcategories; regular-special class comparisons; studies

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of residential settings; experimental interventions withhandicapped groups; interventions with single individuals.Representative studies are critically evaluated. Eachstudent will design an investigation.


Policies & ProceduresThe following pages provide an overview of the academicpolicies and procedures that have been developed andapproved by faculty to govern and facilitate studentacademic progress. These policies and proceduresexist for all graduate students including master's degreestudents, master's thesis students, education specialiststudents and doctoral degree students.

Policies Governing All GraduateProgramsRetention in Graduate Programs

Students admitted to graduate degree programs areexpected to maintain a high level of scholarship and tomake regular and sufficient progress toward programcompletion.

Maintaining Active Student Status

Students who have matriculated in a graduate programbut fail to enroll in program coursework for a periodof two academic years are automatically terminatedfrom the program. Students whose admission status isterminated because of a two-year lapse in enrollment mayapply for readmission. They must meet current criteriafor admission, and, if readmitted, are subject to currentprogram requirements.

Minimum Grade Point Average

Indiana University course grading is on the following four-point scale:

A = 4.0 C = 2.0

A- = 3.7 C- = 1.7

B+ = 3.3 D+ = 1.3

B = 3.0 D = 1.0

B- = 2.7 D- = 0.7

C+ = 2.3 F = 0.0

Students in certificate programs are expected to maintaina GPA of 3.00 or higher in graduate coursework. Master’sstudents are expected to maintain a GPA of 3.30 or higherin graduate coursework. Specialist and doctoral programstudents are expected to maintain a GPA of 3.50 orhigher in graduate coursework. Graduate students whoseprogram GPA falls below the minimum for their programare subject to probation and dismissal. Students maynot graduate with GPA’s in their programs courseworkbelow the minimum specified level. Students so dismissedmay apply for readmission. Application to any School of

Education program will not be accepted for a period of twoyears from the date of an academic dismissal. They will bereadmitted only if there is a substantial reason to expectthat their academic performance will improve.

Policy for Assigning Grades

The following grading policy has been adopted forgraduate courses in the School of Education:

A = Outstanding achievement. Unusually completecommand of the course content; exceptionally high level ofscholarship.

A- = Excellent achievement. Very thorough command ofcourse content; very high level of scholarship.

B+ = Very good achievement. Thorough command ofcourse material.

B = Good achievement. Solid, acceptable performance.

B- = Fair achievement. Acceptable performance.

C+ = Adequate achievement and performance.

C = Not wholly satisfactory achievement. Marginalperformance on some aspects of the course requirements.Marginal achievement. Minimally acceptable performanceon course assignments. Lowest grade which may becounted in graduate programs.

C- = Unsatisfactory achievement. Inadequate knowledgeof course content. (Courses with a grade of C- or lowermay not be counted in graduate programs.)

Pass/Fail Grading (P/F)

Pass/Fail grading allows any grade from an A to a D in acourse to be recorded as a grade of P on the transcript. Agrade of F issued in a P/F course included in the GPA, butthe P grade is not averaged in the GPA. Students may notuse courses graded Pass/Fail in their degree programs.

Satisfactory/Fail Grading (S/F)

Courses graded Satisfactory/Fail (S/F) are not the sameas courses graded Pass/Fail (P/F). S/F grading is appliedto all students in a class. Only a few graduate courses,including some workshop courses and thesis courses, areeligible for S/F grading. A grade of F in an S/F course isincluded in the GPA, but a grade of S is not averaged intothe GPA.

In order to count a course graded S/F towards a graduatedegree program a memo is be required from the instructorshowing that a grade of B or higher would have beenissued to the student for the course. Without this memothe course will not be counted toward a degree program.

Incomplete Course Work (I)

A grade of Incomplete may be assigned when, at the endof the term, a student has not completed all coursework.This grade may be given only when the completed work isof passing quality.

Unfinished coursework must be completed within onecalendar year from the date the grade of I is assigned.The course must ordinarily be completed with the originalcourse instructor. The instructor then completes an e-Grade Change to remove the incomplete and assignsa letter grade. Incomplete grades that are not removed

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within one year are changed to a grade of F. This changeoccurs automatically unless the Associate Dean forGraduate Studies receives and approves a petition forextension from the course instructor.

Accumulation of Incomplete Courses

Graduate students with 9 or more credit hours ofincomplete (I or R grade) courses (excluding dissertationcredits) may not be allowed to register in additionalcourses.

Deferred Grade (R)

An R, indicating that the grade has been deferred, maybe assigned in thesis and dissertation courses, internshipcourses, and a few other selected courses where work isexpected to take longer than one year to complete. Unlikea grade of I, a grade of R does not automatically changeto an F.

Withdrawal from Courses (W and WF)

Withdrawal from enrollment in a course during the drop/add period (in the first week of each term) is not recordedon a student's transcript. Withdrawal after this time isrecorded as a W on the student's transcript. During thefirst quarter of each term, students may withdraw withoutinstructor consent. After this date, instructor approval isrequired. If a student is failing at the time of withdrawal,or simply discontinues attending the class, a grade of WF(withdrawal with failure) is assigned. This is treated asan F in grade point averaging. Near the end of the termwithdrawal is not allowed at all, except in cases where astudent is withdrawing from all classes. See the Scheduleof Classes at http://enrollmentbulletin.indiana.edu/pages/index.php for pertinent dates.

Courses Counted in Graduate Programs

Courses at the 500 level and above are designatedas graduate courses at Indiana University. Beginningmaster's courses are at the 500 level; advanced master'sand beginning doctoral courses are at the 600 level; andadvanced doctoral courses are at the 700 level. Some300- and 400-level courses in the College of Arts andSciences are also approved for graduate credit. These arelisted in the University Graduate School Bulletin.

Not all courses listed in this bulletin are offered everyyear. Inquiries concerning the availability or suitability ofa particular course should be directed to the appropriatedepartmental chairperson.

Correspondence courses and activity courses may not beused in graduate programs. (Activity courses are coursesfor learning and practicing a nonprofessional skill, such asa sports activity or playing a musical instrument.)

Students in Residential Programs Taking OnlineCourses

Students in residential programs may take online courses,but on campus courses must account for at least half oftheir coursework. Online courses do not count towards theresidency requirement. Information on tuition and fees canbe found on the Bursar website.

Students in Online Programs Taking Courses onCampus

Students in online programs are allowed to take oncampus courses. However, students doing this can besubject to not only higher tuition rates but also additionalon campus fees. Information on tuition and fees can befound on the Bursar website.

Using Graduate Coursework in Two Programs

Coursework applied toward a master's degree may alsobe applied to a specialist or doctoral degree (with theexception of the Master’s degree required for admissiontoward the 60 credit hour post-master's Ed.D. program),and coursework applied toward a specialist degree mayalso be applied to a doctoral degree, providing suchcoursework is relevant to the requirements of the moreadvanced degree and that it is less than seven years oldor is revalidated. This does not apply when degrees areearned in the opposite direction. If coursework is appliedto a completed, more advanced degree, then it may not becounted afterward to a lesser degree. Students seekingto earn a second master's degree may apply 6 credithours of relevant coursework from the first conferredmaster's degree to the second master's degree. Thenumber of credits applied from one degree to anothermay not exceed the limits of allowable credits transferredinto that degree, even if the credits were earned atIndiana University. In all cases, a program advisor and theAssociate Dean for Graduate Studies must approve theuse of such coursework.

Certificate and Licensure Students Applying for aMaster's Degree

Students in certificate and licensure programs who wishto seek a master's degree must go through the standardprocess for admission to graduate study. Furthermore, inorder to be accepted into any of the School of Education'sspecialization areas in which a master's degree maybe earned, students must be admitted to a master'sdegree program in one of these specialization areas inthe semester prior to the semester in which they intendto graduate and they must be officially registered in thesemester in which they graduate.

Credit hours earned by a licensure student who hasbeen admitted to a master's degree program may or maynot be counted in the student's master's program. TheDepartment Chair or program head and the AssociateDean of Graduate Studies must approve the inclusionof courses taken while the student was earning creditstoward licensure but was not admitted to a master'sdegree program. A licensure student who has beenadmitted to a master's degree program may use amaximum of 15 credits taken while the student wasworking on licensure but was not admitted to the master'sdegree program toward the master’s degree.

Undergraduate Students in Graduate Courses

There are two conditions under which undergraduatestudents may enroll in graduate courses: (1) studentsin their junior or senior year may take graduate courseswhich will count toward their undergraduate degree if thegraduate courses are relevant to their program of studyand there is no similar undergraduate course available;(2) students in their last undergraduate semester maytake graduate courses which may later be applied toa graduate degree. Graduate courses taken prior tothe last semester may, ordinarily, not be applied to a

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graduate program, and no course may be applied to bothan undergraduate and a graduate program. Students whomeet either of these conditions must, in addition, havean undergraduate GPA of 3.00 or higher (exceptions aremade in majors where grading is especially stringent). Thestudent must also complete the Verification Courseworkwas not Applied to a Bachelor’s Degree Form, whichrequires advisor approval in addition to the signatures ofthe undergraduate recorder from the applicable program,and of the Associate Dean for Graduate Studies.

Semester Load

Full-time graduate students typically enroll in 9 to 15 credithours per semester. Specialist and doctoral studentsshould normally carry no more than 12 credit hoursper semester. The maximum allowable course load forgraduate students is 16 credit hours in any semester. Themaximum load for summer sessions is 16 credit hours.

Graduate students holding appointments such asassociate instructor, graduate assistant, and researchassistant for 15 hours per week (.375 full timeequivalency) or more must be registered for 6 credit hoursduring each semester (no registration is required duringsummer sessions). Fellowship holders must enroll in aminimum of 6-8 credit hours per semester. Internationalstudents should check with the Office of InternationalServices concerning required credit hours to meet visarequirements.

Additional policies apply. Please refer to the degreesections (Certificate, Masters, Ed.S., Ed.D., or Ph.D.).

Certificate PoliciesGeneral Requirements for Certificate ProgramsA graduate certificate program ranges from 12 to 21 credithours. As there is no “general” certificate program ineducation, requirements vary between programs. Studentsmust go through the standard process for admission fora certificate and be admitted before the semester starts.Certificates that share coursework with higher degreesmust be awarded before or at the same time as the higherdegree.

Faculty Advisor

An advisor from the major program area must be selectedby the student or assigned by the department. Studentsshould check with the department office for informationabout the assignment of faculty advisors.

Electronic Plan of Studies (e-POS)

For the certificate program there is a program outlineform used for planning the specific courses included ina student’s electronic Plan of Studies (e-POS). It mustbe developed with a faculty advisor, then be approvedby the Department Chair and the Associate Dean forGraduate Studies. An electronic Plan of Studies (e-POS)must be submitted before all coursework for the certificateis completed. If any courses listed on the electronic Planof Studies (e-POS) were not taken at Indiana University,a Request for Transfer of Graduate Credit must besubmitted concurrently. The electronic Plan of Studies (e-POS) can be found on the Graduate Student Portal.

Transfer Courses

Up to 6 credit hours of graduate coursework completedat other universities may be transferred into certificateprograms. All coursework transferred must be froman accredited college or university. No transfer creditwill be given for a course with a grade lower than B.Courses graded P (Pass) may not ordinarily be transferredinto education graduate programs. Courses graded S(Satisfactory) may be transferred only if a letter is receivedfrom the course instructor stating that the student'sperformance in the course was at or above a grade of B.

All transferred courses must be relevant to the student'sPlan of Studies. They must be approved by a programadvisor and by the Associate Dean for GraduateStudies. An official transcript showing the courses tobe transferred and the grades awarded for them isrequired for coursework to be transferred. A coursedescription or syllabus may be required in order to judgethe appropriateness of coursework to be transferred.

Certificate students must complete a minimum of 6 - 15credit hours of coursework at Indiana University. Beyondthis, graduate coursework may be transferred from otheruniversities. At least half of the hours must be taken on thecampus awarding the certificate.

Course Revalidation

Revalidation is a process whereby a student demonstratescurrent knowledge of course material that was not takenrecently. For all graduate certificate programs, courseworkover seven years old must be revalidated. For certificateprograms, the seven years is counted back from the dateof certificate conferral.

Several methods of revalidating old courses are available:

• Passing an examination specifically covering thematerial

• Passing a more advanced course in the same area,taken

• Passing an examination specifically covering thecourse material

• Teaching a comparable course – Attached CVrequired.

• Scholarly publication which demonstrates knowledgeof course content – Attached CV required

• Professional experience in which course contentwas required, applied, or demonstrated Attached CVrequired

Forms for course revalidation are available on the Schoolof Education Graduate Student Portal. Courses must berevalidated individually (only one course per form).

The revalidation evidence for each course must beassessed by an Indiana University faculty member whoteaches the course being revalidated. The revalidatingfaculty member must be personally convinced, basedupon present evidence, that the student demonstratescurrent mastery of basic course concepts and principles.

Graduation

Certificate Conferral

Certificate conferral occurs monthly. An online Applicationfor Graduation form must be submitted to the GraduateStudies Office at least one month prior to the degree

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conferral date. The Graduate Studies Office will send outan e-mail and post these specific dates each semester.

Failure to apply for graduation by the deadline may resultin the certificate being denied for that graduation period.The application may be filed for the subsequent period,but students should note that this may create issues withthe seven-year deadline for completing coursework orfor visa status, depending on individual circumstances.The online application to graduate can be found on theGraduate Student Portal.

Masters PoliciesGeneral Requirements for Master's Programs

A master of science in education program requires aminimum of 36 credit hours. Up to 6 credits may beundergraduate course credits at the 300 and 400 level,however courses counted in a bachelor's degree maynot be counted in a master's degree. Also up to 6 creditsmay be applied from a previous master's degree if thecoursework is relevant and approved by the advisor.As there is no “general” master’s program in education,requirements vary between programs. The minimumnumber of credit hours in a major area of specializationranges from 12 to 30. Several programs have additionalcourse requirements in areas such as research andfoundations as well.

A minimum of 12 credit hours must be taken outside ofthe major program area for all master's programs. Theexceptions are the master's degree in Adult Education andmaster's degree in Instructional Systems Technology, forwhich a minimum of 9 credit hours must be taken outsidethe major. Master's degree students must complete allprogram coursework within seven years of matriculating inthe program.

Faculty Advisor

An advisor from the major program area must be selectedby the student or assigned by the department. Studentsshould check with the department office for informationabout the assignment of faculty advisors.


The electronic Plan of Studies (e-POS) is a courseworkplan to fulfill program requirements. It must be developedwith the faculty advisor, then be approved by theDepartment Chair, and the Associate Dean for GraduateStudies. An electronic Plan of Studies (e-POS) shouldbe submitted within one year of matriculation. Failure todo so can result in a hold on enrollment. If any courseslisted on the electronic Plan of Studies (e-POS) were nottaken at Indiana University, a Request for Transfer ofGraduate Credit must be submitted concurrently. Linksto the electronic Plan of Studies (e-POS) as well as otherforms can be found on the Graduate Student Portal.


Students in residential programs may take online courses,but on campus courses must account for at least half oftheir coursework. Online courses don’t count towards theresidency requirement. Information on tuition and fees canbe found on the Bursar website.



Master's Thesis

A master's thesis is an option in some program areas.Carrying out master's thesis research and writing amaster's thesis are particularly valuable experiencesfor students who seek a scholarly career. Students whochoose to write a master's thesis should incorporateappropriate research coursework in their electronic Plan ofStudies (e-POS).

Students who opt to complete a master's thesis mustenroll in 3-6 credit hours of 599 Master's Thesis as part ofthe minimum 36 credit hour requirement for the degree.A master's research committee must be appointed. Thiscommittee consists of two or three faculty members.The thesis director must be from the major area ofspecialization. If the proposed research involves the useof human subjects, a research review form for the useof human subjects must be completed. The thesis studymust include gathering information or data to answer aresearch question pertinent to the area of specialization ofthe student's major. A thesis manuscript must be writtenand submitted to the research committee.

The thesis manuscript must explain all aspects of thestudy, including the question posed, the rationale for thestudy, a literature review, the method and procedure forcollecting information to answer the question, procedurefor data reduction, synthesis and analysis, conclusions ofthe study, and educational implications.

A public thesis defense is required. The announcement ofthe defense must be submitted to the Graduate StudiesOffice, at least four weeks prior to the defense date fordissemination to school faculty. The committee membersassess the quality of the manuscript and of the thesisdefense. The committee must approve the thesis in orderfor a passing grade to be awarded in the thesis credits.

Forms for the appointment of a thesis committee, theacceptance of the thesis proposal, the thesis defenseannouncement, as well as information about the formattingand submission of the thesis manuscript, are availableonline at the School of Education Graduate Student Portal.

Workshops

Workshop courses are intended primarily as a mechanismfor the professional development of teachers and othereducation professionals. The topics covered and the skillslearned in workshop courses are generally of an appliednature intended to give participants hands-on experiencewith models and techniques directly useful in schoolsettings. Workshop courses are typically scheduled tomeet on a concentrated schedule (e.g., for one or a fewcontinuous days, sometimes all day) and afford little orno time between class sessions for studying or for out-of-class assignments. They may or may not generate credithours. Workshop courses carrying graduate credit requirea minimum of 700 contact minutes per credit hour andrequire readings and papers or projects for each credit

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hour earned. (Papers are sometimes scheduled with a duedate after the end of the workshop period.)

Up to 9 hours of credit gained through workshop courses(including conference and institute courses) may be usedin master’s programs. If both undergraduate and workshopcourses are to be used in a master’s program, the totalof undergraduate credit hours and workshop credit hoursmay not exceed 9.

Transfer Courses

Some graduate coursework completed at otheruniversities may be transferred into degree programsat Indiana University. All coursework transferred mustbe from an accredited college or university. No transfercredit will be given for a course with a grade lower than B.Courses graded P (Pass) may not ordinarily be transferredinto education graduate programs. Courses graded S(Satisfactory) may be transferred only if a letter is receivedfrom the course instructor stating that the student'sperformance in the course was at or above a grade of B.

All transferred courses must be relevant to the student'selectronic Plan of Studies (e-POS). They must beapproved by a program advisor and by the AssociateDean for Graduate Studies. An official transcript isrequired for coursework to be transferred. A coursedescription or syllabus may be required in order to judgethe appropriateness of coursework to be transferred.

The amount of hours that can be transfered in aredependent on the overall hours of the degree.

• 15 hours for a 60 hour degree• 12 hours for a 48 hour degree• 10 hours for a 41 hour degree• 9 hours for 36 hour degree• 7 hours for a 30 hour degree

At least half of the overall degree hours must be earnedon the Bloomington campus.

Course Revalidation

Revalidation is a process whereby a student demonstratescurrent knowledge of course material that was not takenrecently. For all graduate degree programs, courseworkover seven years old must be revalidated. For master'sprograms, the seven years is counted back from the dateof degree conferral.


Passing an examination specifically covering the materialtaught in the course (such as a course final examination).

Passing a more advanced course in the same subjectarea, taken more recently (within the seven years).

Passing a comprehensive examination (e.g., a doctoralqualifying examination) in which the student demonstratessubstantial knowledge of the content of the course.

Teaching a comparable course.

Publishing scholarly research that demonstratessubstantial knowledge of the course content andunderstanding of fundamental principles taught in thecourse.

Presenting evidence of extensive professional experiencethat requires the application of material taught in thecourse.

Forms for course revalidation are available on the Schoolof Education’s Graduate Student Portal. Courses mustbe revalidated individually (only one course per form). ACurriculum Vitae is required when revalidating courseworkthrough professional experience, publications, andteaching.

The revalidation evidence for each course must beassessed by an Indiana University faculty member whoteaches the course being revalidated. The revalidatingfaculty member must be personally convinced, basedupon present evidence, that the student has currentmastery of basic course concepts and principles.

If the course instructor is not available, a faculty memberin the same program specialization area may besubstituted. Permission to use a part-time faculty memberor a faculty member at another university for courserevalidation must be secured from the Associate Dean ofGraduate Studies.

Departments have the right to limit the amount of oldcoursework to be included in graduate programs.

Graduation

Degree Conferral

Degree conferral for Master’s degrees occurs monthly. Anonline Application for Graduation form must be submittedto the Graduate Studies Office at least one month prior tothe degree conferral date. In order for a name to be listedin the Commencement program, students must applymuch earlier. The Graduate Studies Office will send outan e-mail and post these specific dates each semester.Generally, applications must be submitted by the dateslisted below, however dates are subject to change year toyear.

Late September for December Commencement

Late February for May Commencement

Failure to apply for graduation by the deadline may resultin your degree being denied for that graduation period.The online application to graduate can be found in theGraduate Student Portal

Commencement

There are two Commencement ceremonies peryear: May and December. May commencement isintended for students graduating January throughAugust, and December commencement for studentsgraduating September through December. Procedures forparticipating in Commencement may be obtained onlineat http://www.commencement.iu.edu. Information will bemailed by the IU Alumni Association to those who appliedon time to graduate.

Additional policies apply. Please refer to the "PoliciesGoverning All Graduate Programs " section of this bulletinfor more information.

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Ed.S. PoliciesAn Ed.S. program consists of a minimum 65 credithours, at least 35 of which must be taken on the campusawarding the degree.

The remaining credit hours may be from other campusesof Indiana University or transferred from other accreditedcolleges. A residency period of 9 credit hours takenin one semester or summer, following admission, isrequired. Specialist degree students must complete alldegree requirements within seven years of the date ofmatriculating after admission. Students who fail to meetthis time limit may be terminated from the program. Suchstudents may apply for readmission to the program.They are subject to current admission and programrequirements. See the section titled Policies Governing AllGraduate Programs for regulations governing all graduateprograms in the School of Education, including courserevalidation, residency, and GPA requirements.

A form for the appointment of the advisory committee andelectronic Plan of Studies (e-POS) is available on theGraduate Student Portal. The completed electronic Planof Studies (e-POS) must be submitted within one year ofmatriculation in the program. Failure to do so can result ina hold on enrollment.

Advisory Committee

Each student admitted to an Ed.S. program must form anadvisory committee to assist in program formation and tomonitor program progress. This committee must consist oftwo faculty members from the specialization area and onefrom the cognate area. A regular faculty member from thespecialization area serves as chair. At least two membersof the committee must be regular faculty members. Thethird may be a part-time or adjunct faculty member. Thecommittee must be approved by the Department Chairand by the Associate Dean for Graduate Studies.


The electronic Plan of Studies (e-POS) is a courseworkplan to fulfil program requirements. It must be developedwith the faculty advisory committee, then be approvedby the Department Chair and the Associate Dean forGraduate Studies. An electronic Plan of Studies (e-POS)should be submitted within one year of matriculation. Ifany courses listed on the electronic Plan of Studies (e-POS) were not taken at Indiana University, a Requestfor Transfer of Graduate Credit must be submittedconcurrently. Links to the electronic Plan of Studies(e-POS) as well as other forms can be found on theGraduate Student Portal.

All Ed.S. programs must include appropriate courseworkin the following categories:

Major (24 cr.)

This is the area of specialization. Eighteen (18) of thesecredit hours must be taken on the campus awarding thedegree.

Cognate (9 cr. minimum)

The cognate area should complement the major, andshould consist of courses that in combination form acohesive entity. The cognate courses must be outside ofthe major area of study and may be from within or outside

the School of Education. The cognate committee membermust approve the selection of courses in this category.

Research/Inquiry (6 cr.)

A list of approved inquiry courses is available on theSchool of Education’s Graduate Student Portal.

Electives

Electives taken must bring the total to at least theminimum required credit hours for the degree and beapproved by the advisory committee. They must berelevant to the program. The electives category maybe used to add to the major, research/inquiry, or minorcomponents.

Capstone Project or Comprehensive Examination

A substantial project or a comprehensive examinationconstitutes the culmination of the Ed.S. program. A projectnormally requires a written manuscript describing theproject. Projects vary from program to program.

Practical Experience

Ed.S. students must have demonstrated successfulpractical experience in order to be eligible for graduation.This experience may be in the form of work experienceprior to or during the program, or it may be accomplishedthrough practicum and internship courses taken during theprogram.

Final Meeting and Nomination to Award Degree ofSpecialist in Education

A final meeting of the advisory committee is required, atwhich the student's entire program, including the projectmanuscript or comprehensive examination results, arereviewed. If the committee is satisfied that all programrequirements have been successfully completed, theNomination to Award Degree of Specialist in Educationcan be signed and submitted prior to the student applyingfor graduation. The Nomination to Award Degree ofSpecialist in Education form can be found on the GraduateStudent Portal.

Workshops

Workshop courses are intended primarily as a mechanismfor the professional development of teachers and othereducation professionals. The topics covered and theskills learned in workshop courses are generally of anapplied nature, intended to give participants hands-onexperience with models and techniques directly useful inschool settings. Workshop courses are typically scheduledto meet on a concentrated schedule (e.g., for one or a fewcontinuous days, sometimes all day) and afford little orno time between class sessions for studying or for out-of-class assignments. They may or may not generate credithours. Workshop courses carrying graduate credit requirea minimum of 700 contact minutes per credit hour andrequire readings and papers or projects for each credithour earned. (Papers are sometimes scheduled with a duedate after the end of the workshop period.)

Up to 9 hours of credit gained through workshop courses(including conference and institute courses) may be usedin specialist programs.

Residency

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The purpose of a residency requirement in graduateprograms is for students to become closely involved inthe academic life of their program and of the university;to become fully immersed in their graduate study for asubstantial period of time; and to develop a relationshipof scholarly and professional collegiality with facultyand fellow students. To this end, it is advantageous forstudents in graduate programs to be full-time, residentialstudents for a significant period. During their residencyperiod, students are expected not only to take courses,but to participate in other aspects of the intellectual life oftheir discipline and of the university community. There arenumerous opportunities to attend presentations, colloquia,conferences, and brown-bag lunches in which they areinvited to participate in discussions about both theoreticaland practical issues in their discipline. Participation innational and regional professional meetings, including thepresentation of scholarly papers, is encouraged during thistime.

Ed.S. students must fulfill residency requirements bycompleting 9 credit hours in one semester or summer afteradmission to the program.



Transfer Courses

Some graduate coursework completed at otheruniversities may be transferred into degree programsat Indiana University. All coursework transferred mustbe from an accredited college or university. No transfercredit will be given for a course with a grade lower than B.Courses graded P (Pass) may not ordinarily be transferredinto education graduate programs. Courses graded S(Satisfactory) may be transferred only if a letter is receivedfrom the course instructor stating that the student'sperformance in the course was at or above a grade of B.

All transferred courses must be relevant to the student'selectronic Plan of Studies (e-POS). They must beapproved by a program advisor and by the AssociateDean for Graduate Studies. An official transcript isrequired for coursework to be transferred. A coursedescription or syllabus may be required in order to judgethe appropriateness of coursework to be transferred.

Specialist degree students must complete 35 credit hoursof coursework on the campus awarding the degree.Beyond this, coursework may be transferred from otheruniversities.

Course Revalidation

Revalidation is a process whereby a student demonstratescurrent knowledge of course material that was not takenrecently. For all graduate degree programs, courseworkover seven years old must be revalidated.

For specialist programs, the seven years is counted backfrom the date of degree conferral


Passing an examination specifically covering the materialtaught in the course (such as a course final examination).

Passing a more advanced course in the same subjectarea, taken more recently (within the seven years).

Passing a comprehensive examination (e.g., a doctoralqualifying examination) in which the student demonstratessubstantial knowledge of the content of the course

Teaching a comparable course.

Publishing scholarly research that demonstratessubstantial knowledge of the course content andunderstanding of fundamental principles taught in thecourse.

Presenting evidence of extensive professional experiencethat requires the application of material taught in thecourse.

Forms for course revalidation are available on the Schoolof Education’s Graduate Student Portal. Courses mustbe revalidated individually (only one course per form). ACurriculum Vitae is required when revalidating courseworkthrough professional experience, publications, andteaching.

The revalidation evidence for each course must beassessed by an Indiana University faculty member whoteaches the course being revalidated. The revalidatingfaculty member must be personally convinced, basedupon present evidence, that the student has currentmastery of basic course concepts and principles.



Graduation

Degree Conferral

Degree conferral for Ed.S. students occurs monthly. Anonline Application for Graduation form must be submittedto the Graduate Studies Office at least one month priorto the degree conferral date. In order for a name to belisted in the Commencement program, students mustapply much earlier. The Graduate Studies Office willsend out an e-mail and post these specific dates eachsemester. Generally, applications must be submitted bythe timeframes listed below, however exact dates aresubject to change year to year.



Failure to apply for graduation by the deadline may resultin your degree being denied for that graduation period.The online application to graduate can be found in theGraduate Student Portal

Commencement

There are two Commencement ceremonies peryear: May and December. May commencement is

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intended for students graduating January throughAugust, and December commencement for studentsgraduating September through December. Procedures forparticipating in Commencement may be obtained onlineat http://www.commencement.iu.edu. Information will bemailed by the IU Alumni Association to those who appliedon time to graduate.


Ed.D. PoliciesGetting Started in Your Doctoral Program

During the first semester each doctoral student will beadvised by the program head or Department Chair, or willbe assigned a temporary faculty advisor. Before the endof the third semester in the program, each student mustsubmit an electronic Plan of Studies (e-POS).

Advisory and Research Committee

The advisory and research committee consists of at leastthree Graduate Faculty members, at least two of whommust be endorsed. At least two committee members mustbe from the major area of study. The Committee Chair,who is the student's primary advisor, must be an endorsedGraduate Faculty member in the major area of study. If astudent has a minor, a faculty member representing theminor should be part of the committee, for interdisciplinaryminors, the minor representative should be from outsidethe program. However the minor member can be waivedif approved by the minor department and the Office ofGraduate Studies. Additional exceptions regarding thecommittee composition may be approved by the AssociateDean of Graduate Studies.

After admission to candidacy, the student’s Committeehas the responsibility to guide the student throughthe dissertation process and to conduct the final oraldefense. At this stage, the committee typically remainsintact, but students may reconstitute their committee ifthey wish, to ensure the committee has the expertisenecessary to guide the dissertation. Ultimately, the choiceof a Committee Chair involves a combination of personalcompatibility and compatibility of the research interests ofthe student and the Chair. The student and the CommitteeChair typically confer regarding the selection of othercommittee members. For the post-candidacy stage, itis possible to include a committee member who is notan Indiana University faculty member, such as a facultymember at another university. The outside IndianaUniversity member is in addition to the three requiredIU committee members. To receive approval for such anaddition, the outside Indiana University member musthave special expertise not available among IndianaUniversity faculty, either in the substantive area of thestudy or in the research methodology.


The e-POS is a coursework plan to fulfillprogramrequirements. These requirements fall into severalcomponent categories. The student and the CommitteeChair are responsible for planning and creating thee-POS. The e-POS must then be approved by theDepartment Chair and the Associate Dean for GraduateStudies. If any courses listed on the e-POS were not taken

at Indiana University, a Request for Transfer of GraduateCredit must be submitted concurrently for approval. An e-POS should be submitted within oneyear of matriculation.Failure to do so can result in a hold on enrollment.

60 Hour Program

For the 60 credit hour program, a master's degree is aprerequisite for admission. Master's coursework maynot be counted toward the 60 required credit hours, butgraduate coursework beyond the master's degree maybe, as long as it meets requirements. In this program,42 credit hours must be taken on the campus wherethe degree is awarded. At present, the 60 credit hourprogram is only available in Curriculum and Instruction,Educational Leadership, Higher Education, InstructionalSystems Technology and Literacy, Culture, and LanguageEducation.

Electronic Plan of Studies (e-POS) Components

Major

The major must consist of a minimum of 27 credit hours,of which 3 credit hours are to be in an inquiry linkagecourse. Courses from related areas of study may beincluded in the major component if their relevance to themajor can be demonstrated and committee approval canbe secured. Early inquiry experience courses may berequired by the program.

Inquiry Core

Inquiry Core courses are to lay a rudimentarymethodological foundation for applied inquiry courses inthe major, and for dissertation research. This componentrequires a minimum of 9 credit hours of inquiry corecoursework. The Inquiry Core includes a survey coursein research methodologies (e.g., Y520) and beginningcourses in statistics, measurement, program evaluation,or in ethnographic, qualitative, quantitative, and historicalresearch methods. A list of approved Inquiry Core coursesis available at the School of Education Graduate StudentPortal website. Substitutions or transfer courses for thissection must be approved by a member of the InquiryMethodology faculty as well as your Committee Chair.

Additional Coursework

Programs require up to 15 credit hours of additionalcoursework to reach a total of 51 pre-dissertation hours.Students should see program-specific requirements inthe Bulletin. If a program requires a minor, it will consistof a minimum of 9 credit hours of coursework taken inan area of studies outside of the major. The minor mustcomplement the major and have integrity in its own right.The committee member representing the minor field mustapprove the selection of courses in the minor area. 9-hour Ed.D. minors are listed in the School of EducationBulletin. Any minor not listed with a 9-hour version in theSchool of Education Bulletin must be submitted as anindividualized minor. Ed.D. minors not officially listed in theSchool of Education Bulletin will show as individualized onthe transcript.

Dissertation

The dissertation requires 3 credit hours of 795 and 6credit hours of 799. The focus of the dissertation is ondata collection and analysis for the purpose of answering

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practical questions and developing possible solutionsin the field. Descriptive research, program evaluation,needs assessment, case study, campus audit, and surveyresearch are examples of the kinds of research studiesexpected.

90 Hour Program

For the 90 credit hour program, credit hours earned inmaster's or specialist degree programs may be includedin the doctoral program as long as they are relevant tothe student's doctoral areas of focus. 60 credit hours(including 12 dissertation credit hours) in the 90 credithour program must be taken at Indiana University.


Major

A major consisting of a minimum of 36 credit hoursof coursework in the selected field of specialization isrequired. Courses from related areas of study may beincluded in the major component if their relevance to themajor can be demonstrated and committee approval canbe secured.

In addition to the inquiry core coursework, 6 credithours of inquiry coursework are required in the major.One of these inquiry courses must be an early inquiryexperience, during which a student carries out a researchproject, including the collection and analysis of data toanswer a research question, and the writing of a researchmanuscript. This research is to be prior to the dissertationand not a direct part of the dissertation research. Theearly inquiry experience may be implemented throughan independent study course (e.g., a 590 course),through a master's thesis (e.g. 599 course), or througha departmental research seminar. Each student mustcarry out an independent research project. The researchmanuscript that results from this study must be read andapproved by the student's committee.

The second of the two major area inquiry courses is aninquiry linkage course. This is a course in which researchrelevant to the major field of specialization is studied. Suchstudy, however, focuses more on the research designand methodology of research in the major area than onthe findings of the research. Analyzing and critiquing theresearch methodology are of primary importance in thisexperience. Each department has a research seminar or aspecialized research methodology course for this purpose.The inquiry core courses normally should be completedprior to taking inquiry courses in the major.

Inquiry Core

Inquiry Core courses are to lay a rudimentarymethodological foundation for applied inquiry courses inthe major, and for dissertation research. This componentrequires a minimum of 9 credit hours, however manydoctoral programs in the school require 12 or 15 credithours of Inquiry Core coursework. The Inquiry Coreincludes a survey course in research methodologies (e.g.Y520) and beginning courses in statistics, measurement,program evaluation, or in ethnographic, qualitative,quantitative, and historical research methods. A listof approved Inquiry Core courses is available at theSchool of Education Graduate Student Portal website.Substitutions or transfer courses for this section must be

approved by a member of the Inquiry Methodology facultyas well as your Committee Chair. Inquiry Core coursesmay be used toward the doctoral program requirement of15 credit hours outside of the major program area.

Programs require up to 30 credit hours of additionalcoursework to reach a total of 75 pre-dissertation credithours. Students should see program-specific requirementsin the Bulletin. If a program requires a minor, it will consistof a minimum of 12 credit hours of coursework takenin an area of studies outside of the major. The minormust complement the major and have integrity in its ownright. The committee member representing the minorfield must approve the selection of courses in the minorarea. Students may minor in any area of study inside oroutside of the School of Education that is listed in theUniversity Graduate School Bulletin. An interdisciplinary orindividualized minor is also possible.

Dissertation

The dissertation requires 3 credit hours of 795 and 12credit hours of 799. The focus of the dissertation is ondata collection and analysis for the purpose of answeringpractical questions and developing possible solutionsin the field. Descriptive research, program evaluation,needs assessment, case study, campus audit, and surveyresearch are examples of the kinds of research studiesexpected.

Shared Policies for 60 and 90 Hour Programs

Workshops

Workshop courses are intended primarily as a mechanismfor the professional development of teachers and othereducation professionals. The topics covered and theskills learned in workshop courses are generally of avery applied nature, with the intent of giving participantshands-on experience with models and techniques directlyuseful in school settings. Workshop courses are typicallyscheduled to meet on a very concentrated schedule (e.g.,for one or a few continuous days, sometimes all day) andhave little or no time between class sessions for studyingor for out-of-class assignments. They may or may notgenerate credit hours. Workshop courses awarding creditrequire a minimum of 700 contact minutes per credit hourand require readings and papers or projects for eachcredit hour earned. (Papers are sometimes scheduled witha due date after the end of the workshop period.)

Up to 9 hours of credit gained through workshop courses(including conference and institute courses) may be usedin Ed.D. programs.

Residency

The purpose of residency in graduate programs is forstudents to become closely involved in the academiclife of their program and of the university; to becomeimmersed in their graduate study for a substantial periodof time; and to develop a relationship of scholarly andprofessional collegiality with faculty and fellow students.To this end, it is advantageous for students in graduateprograms, especially those in doctoral programs, to bedeeply engaged for a significant period. Ed.D. studentsare expected not only to take courses, but to participatein other aspects of the intellectual life of their disciplineand of the university community. Each program offers

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opportunities for involvement, such as presentations,colloquia, and conferences in which students are invitedto participate in discussions about both theoretical andpractical issues in their discipline. Students should followtheir program-specific residency requirements.





Transfer Courses

Some graduate coursework completed at otheruniversities may be transferred into degree programsat Indiana University. All coursework transferred mustbe from an accredited college or university. No transfercredit will be given for a course with a grade lower thana B. Courses graded P (Pass) may not ordinarily betransferred into education graduate programs. Coursesgraded S (Satisfactory) may be transferred only if a letteris received from the course instructor stating that thestudent's performance in the course was at or above agrade of B.

All transferred courses must be relevant to the student's e-POS. They must be approved by a program advisor andby the Associate Dean for Graduate Studies. An officialfinal transcript reflecting the courses to be transferredis required. A course description or syllabus may alsobe required in order to judge the appropriateness ofcoursework.

Students may transfer no more than 30 credit hoursinto an Indiana University 90-hour doctoral program. Nomore than 18 credit hours may be transferred into a 60-hour doctoral program. The form required for students totransfer courses is available at the School of EducationGraduate Student Portal.

Double Major

Students in a doctoral program may declare a doublemajor. A double major requires students to take all of therequired coursework in both majors. No minor is required,and some required courses outside of the major propermay be double-counted (i.e., research courses— includinginquiry linkage courses and foundations courses). Pleasenote that the credit hours will not be double-counted.Students must be admitted to each program in whichthey are intending to major. Double majoring studentsmust include two representatives from each major on theiradvisory and research committee, and they must takequalifying examinations in both major areas. Only onedissertation is required.

Guidelines for Maintaining Doctoral Progress

Qualifying Examinations

In order to be eligible to take the qualifying examinations astudent must have:

• been admitted unconditionally to the doctoralprogram;

• an appointed doctoral advisory committee andan-POS that has been approved by the GraduateStudies Office;

• completed all or nearly all doctoral coursework, withno more than 6 credit hours graded as incomplete;and

• completed the early inquiry requirement for thatdoctoral major program.

Prior to beginning a doctoral dissertation, students in theSchool of Education must pass a qualifying examination inthe major area, or areas (for a double major) of study. Thisexamination process is intended to determine if a studentis qualified to begin work on a doctoral dissertation.

A minor area qualifying examination may also be requiredfor minors outside the School of Education.

Departments and programs determine the specificform of qualifying examination their students will takeand establish the times at which examinations will beadministered. Students need to file an application withtheir major and minor departments in the School ofEducation to take their qualifying examinations. Suchapplication forms are available in departmental offices.

All qualifying examinations contain written and oralcomponents. The written component will take one of threeforms:

A proctored examination: The major area examinationis administered in the School of Education in two four-hour sessions on consecutive days. The minor areaexamination is administered in a four-hour session ona third day. The major and minor examinations may betaken in the same semester or in different semesters.

A take-home examination: Students completing a take-home examination in either their major or minor areashould contact the appropriate program or department forexamination requirements.

Portfolio: Students work with their doctoral advisorycommittee to determine the contents of the portfolio anda timeline for its completion. Students taking this form ofexamination should see their advisors regarding specificrequirements for preparation of their portfolios.

Students are not required to register for the semesterthey are taking qualifying exams. However, continualenrollment is required every fall and spring the semesterafter passing the qualifying exam until graduation.Summer enrollment is only required if the student isgraduating in the summer.

After all portions of the written component of the qualifyingexaminations are taken, an oral examination must beheld. The primary purpose of this examination is for theadvisory committee to review the answers to the writtenqualifying examination questions, to request elaboration orclarification to questions that were poorly or incompletelyanswered, and to quiz the student in-depth over any or allof the examination material.

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Double-Major Examinations

Students with a double-major must take qualifyingexaminations in both major areas.

Retaking the Exam

Students who fail some or all portions of the qualifyingexaminations may be allowed to retake these portions.This decision is made by the student's advisory committeeand the Department Chair, and is based on the student'soverall program performance and the extent of the deficitson the qualifying examinations. Only ONE retake of thequalifying examinations is allowed.

Seven-Year Rule

The date of passing the oral qualifying examination is acritical date. All coursework must be completed withinseven years (prior and post) of the examination date.If coursework has been completed more than sevenyears prior to the examination date, course revalidation isrequired.

The dissertation must also be completed within sevenyears of passing the final component of the qualifyingexamination. After this time, doctoral candidacy isterminated for students who have not completed thedissertation. Such students may apply for readmission,but will be subject to the current admission criteria. Ifreadmitted, students must retake the current qualifyingexaminations and fulfill other conditions imposed bythe department in order to establish currency (such astaking or auditing selected courses). If the qualifyingexaminations are passed and the other conditions aremet, these students are readmitted to candidacy. Theyhave three years from the passing of second qualifyingexam date to complete and submit a dissertation.

Revalidation

Revalidation is a process whereby a student demonstratescurrent knowledge of course material that was nottaken within seven years of passing the oral qualifyingexamination.


• Passing an examination specifically covering thematerial taught in the course (such as a course finalexamination).

• Passing a more advanced course in the samesubject area, taken more recently (within the sevenyears).

• Passing a comprehensive examination (e.g., adoctoral qualifying examination) in which the studentdemonstrates substantial knowledge of the contentof the course.

• Teaching a comparable course.• Publishing scholarly research that demonstrates

substantial knowledge of the course content andunderstanding of fundamental principles taught inthe course.

• Presenting evidence of extensive professionalexperience that requires the application of materialtaught in the course.

Forms for course revalidation are available on the Schoolof Education’s Graduate Student Portal. Courses mustbe revalidated individually (only one course per form). A

Curriculum Vitae is required when revalidating courseworkthrough professional experience, publications, andteaching.

The revalidation evidence for each must be assessedby an Indiana University faculty member who teachesthe course being revalidated. The revalidating facultymember must be personally convinced, based uponpresent evidence, that the student has current mastery ofbasic course concepts and principles.



Transfer credit must be transferred before it can berevalidated.

Nomination to Candidacy

It is the responsibility of the advisory committee, eitherbefore or during the oral examination, to review all aspectsof the student's doctoral program work, to assess thestudent's development as a scholar and a professionaleducator, and, if appropriate, to discuss topics fordissertation research and career goals. Thus, thecommittee is expected to assess the student's progress inthe doctoral program, inventory the work remaining, planprogram requirements to ensure a good fit to career goals,and offer advice, criticism, and encouragement.

Examination of all major scholarly works produced bythe student during their program is also the responsibilityof the advisory committee under the guidance of thecommittee chair. These works include the researchmanuscript that resulted from the early inquiry experiencestudy, papers presented at conferences or published, andscholarly works produced in courses taught throughout theprogram. These may include literature reviews, positionpapers, curriculum development projects, programevaluation studies, measurement instrument constructionstudies, needs assessments, library research studies, anddata-based research.

When the advisory committee is satisfied with thestudent's performance in the written and oral qualifyingexaminations and with the student's overall progress inthe doctoral program, the student can be nominated tocandidacy.

All non-dissertation coursework must be completed andgraded at this time.

Students must submit a Nomination to Candidacyform, which may be found on the School of Education’sGraduate Student Portal.

Candidacy

Admission to candidacy is approved by the GraduateStudies Office after the student has an approved e-POS,completed all required non-dissertation coursework, andsubmitted a Nomination to Candidacy form.

Maintaining Active Status

May 7, 2020 93

After passing qualifying examinations, doctoral studentsmust register for at least 1 credit hour each semester (notincluding summer session) in order to maintain activestudent status. This is ordinarily done by enrolling in 1or more credit hours of dissertation credit (799). After90 credit hours of program coursework have been takenand students have been admitted to candidacy (i.e., allbut the dissertation hours have been completed andqualifying examinations have been passed), students mayenroll in G901 Advanced Research in order to maintainactive status. G901 is a 6 credit hour course and isan inexpensive way for students to maintain continualenrollment. However, enrollment in G901 is limited to 6semesters. Permission from the Graduate Studies Officeis required to enroll in G901. The G901 request form canbe found on the Graduate Student Portal.

Off campus sections of 799 may be available for doctoralstudents who reside more than 25 miles from theBloomington campus. Permission should be requestedthrough the department.

Students who fail to register each semester after passingqualifying examinations must back-enroll for all semestersmissed, in order to graduate.

Dissertation Proposal

After candidacy students are required to submit adissertation proposal, a document that is considerablymore detailed than the prospectus/summary. The proposalshould contain the following elements: a statement ofpurpose, rationale, literature review, research questions,proposed procedures, the source of data, methods of datacollection, methods of data analysis or data reduction, andthe contribution of the study to theory and/or to practice.Frequently, students are advised by their advisory andresearch committee to write a draft of the first threechapters of the dissertation (purpose and rationale,literature review, and method) as their research proposal.

A meeting of the advisory and research committee mustbe held to discuss and approve the dissertation proposal.A dissertation proposal approval form is available onthe Graduate Student Portal. When committee approvalhas been secured, the form must be submitted to thedepartment who will file it with the Graduate StudiesOffice. This form must be submitted to the GraduateStudies Office before a defense announcement will beapproved.

Use of Human Participants

If the proposed research includes the use of humanparticipants or accessing archival data that includesidentifiable information of human beings, the Schoolof Education requires verification of review from theInstitutional Review Board. A copy of the InstitutionalReview Board approval must be submitted with theDissertation Proposal Approval Form after the dissertationproposal meeting.

If the proposed research does not involve the use ofhuman participants or accessing archival data thatincludes identifiable information of human beings,the School of Education requires verification from thedissertation advisor that Institutional Review Board reviewis not required (by checking the appropriate box on theDissertation Proposal Approval Form). Note that human

research proposals applicable under the exempt categoryof IRB review still require IRB approval.

Completing Your Doctoral Program

Dissertation Manuscript

The Ed.D. Dissertation Guide can be found on theGraduate Student Portal. This guide contains detailedinstructions for the preparation and submission of thedissertation manuscript.

Dissertation Defense

A Dissertation Defense is scheduled at the completion ofthe dissertation research, after the dissertation manuscriptis complete, allowing the student to defend the dissertationresearch. Committee members must receive a copy ofthe dissertation manuscript two weeks prior to the finalDefense.

A Defense Announcement must be submitted to theGraduate Recorder in the Graduate Studies Office onemonth prior to the examination. Formatting instructions arelocated in the Ed.D. Dissertation Guide.

Following acceptance by the advisory and researchcommittee, the dissertation is submitted to the GraduateStudies Office. Students are expected to submit the finalversion of the dissertation within six months of the defensedate to maintain sufficient academic progress.

Degree Conferral

Ed.D degrees are awarded monthly. An online Applicationfor Graduation must be submitted to the GraduateStudies Office at least one month prior to the degreeconferral date. In order for a name to be listed in theCommencement program, students must apply muchearlier. The Graduate Studies Office will send out ane-mail and post these specific dates each semester.Generally, applications must be submitted by thetimeframes listed below, however exact dates are subjectto change year to year.



Failure to apply for graduation by the deadline may resultin your degree being denied for that graduation period.The online application to graduate can be found in theGraduate Student Portal.

Commencement



Ph.D. PoliciesGetting Started in Your Doctoral Program

94 May 7, 2020

During the first semester each doctoral student will beadvised by the program head or Department Chair, or willbe assigned a temporary faculty advisor. Before the endof the third semester in the program, each student mustsubmit an electronic Plan of Studies (e-POS).

Advisory Committee

The advisory committee consists of at least three facultymembers. Two must be from the major area of studyand one from the minor area. The committee chair, whobecomes the student's primary advisor, must be a regularfaculty member in the major area of specialization. Forinterdisciplinary minors, the minor representative mustbe from outside the major. At least two of the facultymembers on each doctoral advisory committee must bemembers of the Graduate Faculty; one may be an adjunct,emeriti, or part-time faculty member.


The e-POS is a coursework plan to fulfil programrequirements. These requirements fall into severalcomponent categories. The student and the advisorycommittee chair are responsible for planning and creatingthe e-POS. The e-POS must then be approved by theDepartment Chair and the Associate Dean for GraduateStudies. If any courses listed on the e-POS were not takenat Indiana University, a Request for Transfer of GraduateCredit must be submitted concurrently for approval. Anelectronic Plan of Studies (e-POS) should be submittedwithin three semesters of matriculation. Failure to do socan result in a hold on enrollment.

90 Hour Program

Credit hours earned in master or specialist degreeprograms may be included in the doctoral programas long as they are relevant to the student's doctoralareas of focus. The 90 hours consists of 75 hours ofpre-dissertation work, 3 hours of dissertation proposalpreparation (795), and 12 dissertation hours (799).


Major

A major consisting of a minimum of 36 credit hoursof coursework in the selected field of specialization isrequired. Courses from related areas of study may beincluded in the major component if their relevance to themajor can be demonstrated and committee approval canbe secured.

In addition to the inquiry core coursework, 6 credithours of inquiry coursework are required in the major.One of these inquiry courses must be an early inquiryexperience, during which a student carries out a researchproject, including the collection and analysis of data toanswer a research question, and the writing of a researchmanuscript. This research is to be prior to the dissertationand not a direct part of the dissertation research. Theearly inquiry experience may be implemented throughan independent study course (e.g., a 590 course),through a master's thesis (e.g. 599 course), or througha departmental research seminar. Each student mustcarry out an independent research project. The researchmanuscript that results from this study must be read andapproved by the student's advisory committee.

The second of the two major area inquiry courses is aninquiry linkage course. This is a course in which researchrelevant to the major field of specialization is studied. Suchstudy, however, focuses more on the research designand methodology of research in the major area than onthe findings of the research. Analyzing and critiquing theresearch methodology are of primary importance in thisexperience. Each department has a research seminar or aspecialized research methodology course for this purpose.The inquiry core courses normally should be completedprior to taking inquiry courses in the major.

Inquiry Core

Inquiry Core courses are to lay a rudimentarymethodological foundation for applied inquiry courses inthe major, and for dissertation research. This componentrequires a minimum of 9 credit hours, however manydoctoral programs in the school require 12 or 15 credithours of Inquiry Core coursework. The Inquiry Coreincludes a survey course in research methodologies (e.g.Y520) and beginning courses in statistics, measurement,program evaluation, or in ethnographic, qualitative,quantitative, and historical research methods. A listof approved Inquiry Core courses is available at theSchool of Education Graduate Student Portal website.Substitutions or transfer courses for this section must beapproved by a member of the Inquiry Methodology facultyas well as your Advisory Committee Chair.

Minor

The minor requires a minimum of 12 credit hours ofcoursework taken in an area of studies outside of themajor. The minor must complement the major andhave integrity in its own right. The committee memberrepresenting the minor field must approve the selectionof courses in the minor area. Students may minor in anyarea of study inside or outside of the School of Educationthat is listed in the University Graduate School Bulletin. An interdisciplinary or individualized minor is also possible.

Electives

The electives category is designed to allow studentsfreedom in course selection. This is also the place to putfoundations courses. Each program area has specifiedcourses in foundations, substantive core perspective,or other areas outside the major and minor, which arerequired for breadth. Courses that may fall into thiscategory are those needed to meet the doctoral programrequirement for 27 credit hours outside of the majorprogram area. This ordinarily includes the 12 credit hoursof minor coursework, and the 9 or more credit hours ofinquiry core courses.

Dissertation

The dissertation requires 3 credit hours of 795 and 12credit hours of 799. The focus of the dissertation is ondata collection and analysis for the purpose of answeringpractical questions in the field. Descriptive research,program evaluation, needs assessment, case study,campus audit, and survey research are examples of thekinds of research studies expected.

Workshops

Workshop courses are intended primarily as a mechanismfor the professional development of teachers and other

May 7, 2020 95

education professionals. The topics covered and theskills learned in workshop courses are generally of avery applied nature, with the intent of giving participantshands-on experience with models and techniques directlyuseful in school settings. Workshop courses are typicallyscheduled to meet on a very concentrated schedule andmay or may not generate credit hours.

No workshop credit hours can be applied toward a Ph.D.program.

Residency

The purpose of a residency requirement in graduateprograms is for students to become closely involved inthe academic life of their program and of the university;to become fully immersed in their graduate study for asubstantial period of time; and to develop a relationshipof scholarly and professional collegiality with facultyand fellow students. To this end, it is advantageousfor students in graduate programs, especially those indoctoral programs, to be full-time, residential studentsfor a significant period. During their residency period,students are expected not only to take courses, butto participate in other aspects of the intellectual life oftheir discipline and of the university community. Manydoctoral students have research assistantships in whichthey work closely with faculty members and peers onresearch and development projects. Some have teachingassistantships. There are also numerous opportunities toattend presentations, colloquia, conferences, and brown-bag lunches in which they are invited to participate indiscussions about both theoretical and practical issuesin their discipline. Participation in national and regionalprofessional meetings, including the presentation ofscholarly papers, is encouraged during this time.

For Ph.D. students, two consecutive semesters in asingle academic year (exclusive of summer session)must be spent in residence on the campus where thedegree is awarded. This residency period must besubsequent to admission to the program. 8 credit hours ofprogram coursework must be completed in each of thesesemesters. Students holding appointments as associateinstructors, graduate assistants, or research assistantsmust ordinarily be registered for 6 credit hours during eachfull semester. Dissertation credit hours (795, 799, andG901) may not be used to fulfill residency requirements.



Transfer Courses

Some graduate coursework completed at otheruniversities may be transferred into degree programsat Indiana University. All coursework transferred mustbe from an accredited college or university. No transfercredit will be given for a course with a grade lower thana B. Courses graded P (Pass) may not ordinarily betransferred into education graduate programs. Coursesgraded S (Satisfactory) may be transferred only if a letteris received from the course instructor stating that the

student's performance in the course was at or above agrade of B.

All transferred courses must be relevant to the student's e-POS. They must be approved by a program advisor andby the Associate Dean for Graduate Studies. An officialfinal transcript reflecting the courses to be transferredis required. A course description or syllabus may alsobe required in order to judge the appropriateness ofcoursework.

Ph.D. students must complete 60 credit hours ofcoursework at Indiana University (this includes dissertationcredits) while enrolled in that doctoral program. Ph.D.students may transfer no more than 30 credit hours intoan IU doctoral program. The form required for studentsto transfer courses is available on the Graduate StudentPortal on the School of Education’s website.

Double Major

Students in a doctoral program may declare a doublemajor. A double major requires students to take all of therequired coursework in both majors. No minor is required,and some required courses outside of the major propermay be double-counted (i.e., research courses— includinginquiry linkage courses and foundations courses). Pleasenote that the credit hours will not be double-counted.Students must be admitted to each program in which theyare intending to major. Double majoring students mustinclude two representatives from each major on both theiradvisory and research committees, and they must takequalifying examinations in both major areas. Only onedissertation is required. Special forms are available on theUniversity Graduate School website for the appointment ofdouble major advisory and research committees.

Guidelines for Maintaining Doctoral Progress

Qualifying Examinations

In order to be eligible to take the qualifying examinations astudent must have:

been admitted unconditionally to the doctoral program;

an appointed doctoral advisory committee and a doctoralelectronic Plan of Studies (e-POS) that has beenapproved by the Graduate Studies Office;

completed all or nearly all doctoral coursework, with nomore than 6 credit hours graded as incomplete; and

completed the early inquiry requirement for that doctoralmajor program.

Prior to beginning a doctoral dissertation, students in theSchool of Education must pass a qualifying examination inthe major area, or areas (for a double major) of study. Thisexamination process is intended to determine if a studentis qualified to begin work on a doctoral dissertation.

A minor area qualifying examination may also be requiredfor minors outside the School of Education.

Departments and programs determine the specificform of qualifying examination their students will takeand establish the times at which examinations will beadministered. Students need to file an application withtheir major and minor departments in the School of

96 May 7, 2020

Education to take their qualifying examinations. Suchapplication forms are available in departmental offices.

All qualifying examinations contain written and oralcomponents. The written component will take one of threeforms:

A proctored examination: The major area examinationis administered in the School of Education in two four-hour sessions on consecutive days. The minor areaexamination is administered in a four-hour session ona third day. The major and minor examinations may betaken in the same semester or in different semesters.

A take-home examination: Students completing a take-home examination in either their major or minor areashould contact the appropriate program or department forexamination requirements.

Portfolio: Students work with their doctoral advisorycommittee to determine the contents of the portfolio anda timeline for its completion. Students taking this form ofexamination should see their advisors regarding specificrequirements for preparation of their portfolios.

Students are not required to register for the semesterthey are taking qualifying exams. However, continualenrollment is required every fall and spring the semesterafter passing the qualifying exam until graduation.Summer enrollment is only required if the student isgraduating in the summer.

After all portions of the written component of the qualifyingexaminations are taken, an oral examination must beheld. The primary purpose of this examination is for theadvisory committee to review the answers to the writtenqualifying examination questions, to request elaboration orclarification to questions that were poorly or incompletelyanswered, and to quiz the student in-depth over any or allof the examination material.

Double-Major Examinations

Students with a double-major must take qualifyingexaminations in both major areas.

Retaking the Exam

Students who fail some or all portions of the qualifyingexaminations may be allowed to retake these portions.This decision is made by the student's advisory committeeand the Department Chair, and is based on the student'soverall program performance and the extent of the deficitson the qualifying examinations. Only one retake of thequalifying examinations is allowed.

Seven-Year Rule

The date of passing the oral qualifying examination is acritical date. All coursework must be completed withinseven years (prior and post) of the examination date.If coursework has been completed more than sevenyears prior to the examination date, course revalidation isrequired.

The dissertation must also be completed within sevenyears of passing the final component of the qualifyingexamination. After this time, doctoral candidacy isterminated for students who have not completed thedissertation. Such students may apply for readmission,but will be subject to the current admission criteria. If

readmitted, students must retake the current qualifyingexaminations and fulfill other conditions imposed bythe department in order to establish currency (such astaking or auditing selected courses). If the qualifyingexaminations are passed and the other conditions aremet, these students are readmitted to candidacy. Theyhave three years from the passing of second qualifyingexam date to complete and submit a dissertation.

Revalidation

Revalidation is a process whereby a student demonstratescurrent knowledge of course material that was nottaken within seven years of passing the oral qualifyingexamination.


• Passing an examination specifically covering thematerial taught in the course (such as a course finalexamination).

• Passing a more advanced course in the samesubject area, taken more recently (within the sevenyears).

• Passing a comprehensive examination (e.g., adoctoral qualifying examination) in which the studentdemonstrates substantial knowledge of the contentof the course. (Only two courses may be revalidatedby this method).

• Teaching a comparable course.• Publishing scholarly research that demonstrates

substantial knowledge of the course content andunderstanding of fundamental principles taught inthe course.

• Presenting evidence of extensive professionalexperience that requires the application of materialtaught in the course.

E-docs for course revalidation are available in One.IU. Courses must be justified individually even if a commonmethod is used. A Curriculum Vitae is required whenrevalidating coursework through professional experience,publications, and teaching.

The revalidation evidence for each must be assessedby an Indiana University faculty member who teachesthe course being revalidated. The revalidating facultymember must be personally convinced, based uponpresent evidence, that the student has current mastery ofbasic course concepts and principles.



Transfer credit must be transferred before it can berevalidated.

Nomination to Candidacy

It is the responsibility of the advisory committee, eitherbefore or during the oral examination, to review all aspectsof the student's doctoral program work, to assess thestudent's development as a scholar and a professional

May 7, 2020 97

educator, and, if appropriate, to discuss topics fordissertation research and career goals. Thus, thecommittee is expected to assess the student's progress inthe doctoral program, inventory the work remaining, planprogram requirements to ensure a good fit to career goals,and offer criticism, advice, and encouragement.

Examination of all major scholarly works produced bythe student during their program is also the responsibilityof the advisory committee under the guidance of thecommittee chair. These works include the researchmanuscript that resulted from the early inquiry experiencestudy, papers presented at conferences or published, andscholarly works produced in courses taught throughout theprogram. These may include literature reviews, positionpapers, curriculum development projects, programevaluation studies, measurement instrument constructionstudies, needs assessments, library research studies, anddata-based research.

When the advisory committee is satisfied with thestudent's performance in the written and oral qualifyingexaminations and with the student's overall progress inthe doctoral program, the student can be nominated tocandidacy.

All non-dissertation coursework must be completed andgraded at this time.

Students must submit a Nomination to Candidacy E-docvia One.IU.

Candidacy

Admission to candidacy is approved by the UniversityGraduate School after the student has an approved e-POS, completed all required non-dissertation coursework,and submitted a Nomination to Candidacy e-doc.

Maintaining Active Status

After passing qualifying examinations, doctoral studentsmust register for at least 1 credit hour each semester (notincluding summer session) in order to maintain activestudent status. This is ordinarily done by enrolling in 1or more credit hours of dissertation credit (799). After90 credit hours of program coursework have been takenand students have been admitted to candidacy (i.e., allbut the dissertation hours have been completed andqualifying examinations have been passed), students mayenroll in G901 Advanced Research in order to maintainactive status. G901 is a 6 credit hour course and is aninexpensive way for students with graduate assistantshipsto maintain a full load. However, enrollment in G901 islimited to 6 semesters. Permission from the GraduateStudies Office is required to enroll in G901. The G901request form can be found on the Graduate StudentPortal.

Off campus sections of 799 may be available for doctoralstudents who reside more than 25 miles from theBloomington campus. Registration should be requestedthrough the department.

Students who fail to register each semester after passingqualifying examinations must back-enroll for all semestersmissed, in order to graduate. There is a significant feeper semester, in addition to tuition and fees, for back-enrollment. For current fee please check with the Bursar.

Forming a Research Committee

After admission to candidacy, the student must assemblea research committee. The doctoral research committeehas the responsibility to guide the student through thedissertation process and to conduct the final oral defense.

Research committees must have at least four memberswho are listed on the Graduate Faculty List maintained bythe University Graduate School. Two must be associateor full professors in the student's major area of study. Thedissertation chair must be an endorsed member of theUniversity Graduate School faculty. The fourth membershould be the minor member, however the minor membercan be waived if approved by the minor department andthe Associate Dean for Graduate Studies. If the minorrepresentative is waived another member outside of thestudent’s major must still be added. They cannot be fromthe major field of study. One member may be from thefaculty of a campus of Indiana University outside the corecampus. At least two of the committee members must betenure-line faculty members. The committee chair must bean endorsed member of the Graduate Faculty.

It is possible to include a committee member who is notan Indiana University faculty member, such as a facultymember at another university, on a doctoral committee.The full committee must still be composed from IndianaUniversity faculty. The outside Indiana University memberis in addition to the full committee and is not counted asone of the four required members. To receive approval forsuch an addition, two conditions must be met:

• the outside Indiana University member must havespecial expertise not available among UniversityGraduate School faculty, either in the substantivearea of the study or in the research methodology,and

• the outside Indiana University member must supplyevidence of published research.

The procedure for selecting a research committee chairand research committee members varies considerablyfrom student to student. Ideally, the research questionthat becomes the focus of the dissertation study stemsnaturally from research experiences, coursework, orgraduate assistantship assignments that the student hashad during their program. Often the advisory committeechair is the student's mentor and becomes the researchcommittee chair. In such a case, the student and chairtypically have had discussions about tentative dissertationtopics prior to admission to candidacy and prior to theselection of other research committee members.

It is not required that the advisory committee chair beasked to chair the research committee, nor that theadvisory committee chair agree to chair the researchcommittee, if asked. Ultimately, the choice of a researchchair involves a combination of personal compatibility andcompatibility of the research interests of the student andthe chair. The student and the committee chair typicallyconfer regarding the selection of other research committeemembers.

An emeritus faculty member may remain on programcommittees and research committees formed prior toretirement and continue to serve as member, chair, co-chair, or director. An emeritus faculty member may notbe appointed as chair of either a advisory committee

98 May 7, 2020

or a research committee. However, an emeritus facultymember who continues to be actively engaged inresearch and in their professional field may serve as amember of a program committee, or serve as director,co-chair, or member of a research committee, with therecommendation of the chair of the committee andapproval of the department chair. Appeals to this policybased upon extraordinary circumstances should bedirected to the Associate Dean for Graduate Studies.

Prospectus/Summary

A one- to two-page dissertation prospectus/summary mustbe submitted with the Nomination of Research Committeee-doc found in One.IU. This prospectus/summary shouldinclude a clear statement of the questions to be addressedin the study, an outline of the design of the study, theresearch methods to be used, and a discussion of thecontribution of the study to theory and/or to practice. Theprospectus/summary should play an important role in theselection of a research committee. This document allowsprospective members to decide whether to participate inthe study, based on the area of focus and the integrity ofthe prospectus.

Dissertation Proposal

After submitting the prospectus/summary, studentsare next required to submit a dissertation proposal, adocument that is considerably more detailed than theprospectus/summary. The proposal should containthe following elements: a statement of purpose,rationale, literature review, research questions, proposedprocedures, the source of data, methods of datacollection, methods of data analysis or data reduction, andthe contribution of the study to theory and/or to practice.Frequently, students are advised by their researchcommittee to write a draft of the first three chapters of thedissertation (purpose and rationale, literature review, andmethod) as their research proposal.

A meeting of the research committee must be heldto discuss and approve the dissertation proposal. Adissertation proposal approval form is available on theGraduate Student Portal. When committee approvalhas been secured, the form must be submitted to thedepartment who will file it with the Graduate StudiesOffice. This form must be submitted to the GraduateStudies Office before a defense announcement will beapproved. If the proposed research has changed sincesubmission of the Nomination of Research Committee e-doc, then a new two-page summary must be attached tothe Dissertation Proposal Form.

Use of Human Participants

If the proposed research includes the use of humanparticipants or accessing archival data that includesidentifiable information of human beings, the Schoolof Education requires verification of review from theInstitutional Review Board. A copy of the InstitutionalReview Board approval must be submitted with either (a)the Nomination of Research Committee e-doc prior tothe dissertation proposal meeting or (b) the DissertationProposal Approval Form after the dissertation proposalmeeting.

If the proposed research does not involve the use ofhuman participants or accessing archival data that

includes identifiable information of human beings,the School of Education requires verification from thedissertation advisor that Institutional Review Board reviewis not required (by checking the appropriate box on theDissertation Proposal Approval Form). Note that humanresearch proposals applicable under the exempt categoryof IRB review still require IRB approval.

Completing Your Doctoral Program

Dissertation Manuscript

A Guide to the Preparation of Theses and Dissertations isavailable through the website for the University GraduateSchool. This website contains detailed instructions for thepreparation and submission of the dissertation manuscript.

Dissertation Defense

A Dissertation Defense is scheduled at the completion ofthe dissertation research, after the dissertation manuscriptis complete, allowing the student to defend the dissertationresearch. This examination may not be scheduled lessthan six months subsequent to the date of researchcommittee approval. Committee members must receive acopy of the dissertation manuscript two weeks prior to thefinal Defense.

A Defense Announcement is available via One.IU.The Defense Announcement must be received by theUniversity Graduate School at least 30 days prior to thedefense. Since this document must be approved by boththe Graduate Studies Office and committee chair beforeit reaches the University Graduate School an additionalweek should be allowed for processing time beyond the30-day requirement.

Following acceptance by the research committee, thedissertation is submitted to the University GraduateSchool. Students are expected to submit the final versionof the dissertation within six months of the defense date tomaintain sufficient academic progress.

Degree Conferral

The Ph.D. degree is conferred by the UniversityGraduate School. Submission of the dissertation defenseannouncement to the University Graduate Schoolconstitutes an application for conferral of the Ph.D.degree. For more information, contact the UniversityGraduate School or visit their website.

Commencement



Program CoordinatorsAs of 8/19/2019

May 7, 2020 99

Counseling andEducational PsychologyChair Y. Joel WongCounseling (Masters andSpecialist)

Ellen Vaughan

Counseling Psychology(Doctoral)

Lynn Gillman

Educational Psychology(Masters specialization ofLearning Sciences andDoctoral)

Mary Waldron

HumanDevelopment (Doctoral)

Mary Waldron

Inquiry Methodology(Masters specialization ofLearning Sciences andDoctoral)

Leslie Rutkowski

Learning Science(Certificate, Masters, andDoctoral)

Joshua Danish

SchoolPsychology (Specialist andDoctoral)

David Schriberg

Curriculum andInstructionChair Jeffrey AndersonArt Education (Masters) Marjorie ManifoldArt Education (Doctoral) Lara LackeyCommunity of Teachers(CoT)

Gretchen Butera

Curriculum Studies Keith BartonEarly Childhood Education Mary McMullenElementary Education(Masters)

Mary McMullen

Mathematics Education(Masters and Doctoral)

Amy Hackenberg

Preparing Educators forStudents with Autism(PESA)

Hannah Schertz

Science Education(Doctoral)

Valarie Akerson

Science Education(Masters)

Adam Maltese

Secondary Education David FlindersSecondary Transition toTeaching

Alycia Elfreich

Social Studies Education(Masters and Doctoral)

Keith Barton

Special Education(Certificate and Masters)

Gretchen Butera

Special Education (Doctoral) Jeffrey Anderson

Educational Leadershipand Policy StudiesChair Dionne DannsEducational Foundations Bradley Levinson

Educational Leadership(Masters)

Chad Lochmiller

Educational Leadership(Specialist)

Chad Lochmiller

EducationalLeadership (Doctoral)

Chad Lochmiller

Educational Law(Certificate)

Suzanne Eckes

Higher Education (Doctoral) Gary PikeHigher Education andStudent Affairs (Certificateand Masters)

Danielle DeSawal

History and Philosophy ofEducation (Masters)

Andrea Walton

History, Philosophyand Policy in Education(Doctoral-Specialization inEducation Policy Studies)

Chris Lubienski and DavidRutkowski

History, Philosophyand Policy in Education(Doctoral-Specialization inHistory of Education)

Andrea Walton

History, Philosophyand Policy in Education(Doctoral-Specialization inPhilosophy of Education)

Quentin Wheeler-Bell

Institutional Research(Certificate)

Victor Borden

International andComparative Education(Masters)

Patricia Kubow

Instructional SystemsTechnologyChair Krista GlazewskiAdult Education Marjorie TreffInstructional SystemsTechnology (Ed.D.)

Thomas Brush

Instructional SystemsTechnology (Certificate,Masters, Ph.D.)

Krista Glazewski

Literacy, Culture, andLanguage EducationChair Mary Beth Hines Literacy, Culture, andLanguage Education (Master's and Ph.D.)

Ray Smith

Literacy, Culture, andLanguage Education (Ed.D.)

Karen Wohlwend

English as a Foreign/Second/New Language(EFL/ESL/ENL)(GraduateLevel)

Faridah Pawan